Viewpoints Of Parents Research Articles

The Lived Experiences of Teachers and Parents Having Children with Autism Spectrum Disorder During The Pandemic

Extreme measures, like house confinement and the closure of establishments and services such as schools, were part of the lockdown that was imposed by governments as part of the effort to contain the COVID-19 epidemic. Various studies were then conducted to learn about the significant impacts of COVID-19 on children with autism during this period. The effects of the pandemic on children with autism from the viewpoint of parents and teachers were extensively researched. However, the lived experiences of the children from their perspective are not yet fully explored. This paper is conducted to understand and draw insights into the impact of COVID-19 from the first-hand experiences of children with autism what are the challenges in learning through online modality and what are the coping mechanism they exhibit in this adversity. This will help educators draw out ideas on how we can support and help learners with autism holistically as we shift back to the new normal. To identify and get the instances with a wide range of information and make the best use of the limited resources available, purposive sampling is a technique that is frequently employed in qualitative research (Patton, 2002). This study uses thematic analysis, where the information obtained is evaluated by looking through a data set to find, evaluate, and report recurring trends. (Braun and Clarke 2006). Based on the results of the combined questionnaires and interviews, shows that the teachers experiences in terms of teaching strategies, coping mechanisms, and support from parents and schools before the pandemic in teaching children with autism are presented best, during the pandemic are presented worst and after the pandemic they experienced average. On the other hand, the parents experiences in terms of their childrens behavior and academic progress, the parents coping mechanism, and the teachers and school support before the pandemic presented as good, during the pandemic bad, and after the pandemic are presented well. Moreover, the researcher recommended that for teachers to prepare the learners in the same scenario that will happen in the future, through social stories since repetition is one aspect that children with autism manifest. The parents should be consistent, and what the teachers and the therapist are teaching their children should be followed up at home, so that the children will not have a hard time adjusting. Lastly, schools should equip their teachers with skills and knowledge in dealing with students who need extra care, understanding, and patience.

The Level of Services for Cerebral Palsy Centers from the Viewpoint of Parents During the COVID-19

The study examined the level of services for cerebral palsy (CP) centers in Jordan from parents’ viewpoint during the Corona pandemic. It also examined if there are any differences due to the sex and age of the child with CP. The study sample consisted of 50 parents of children with CP and used a scale for services level of CP centers to collect study data. The results indicated that the level of services during the Corona pandemic was generally moderate. In addition, there were statistically significant differences in the services level due to the sex favor to females, and there were no differences due to the age.

What do foster parents think about their foster children’s education?

ABSTRACT Background It is widely understood that children who enter foster care are likely to have had previous traumatic experiences which can affect many aspects of their lives, including their ability to thrive at school. In order to better support the educational needs of children who are fostered, deeper insight needs to be gained into the relationships between children in foster care, foster parents, and schools. As a contribution to this under-researched area, this study focuses attention on the viewpoints of foster parents in relation to their foster children’s school experiences, in a Polish context. Purpose This research sought to explore the perceptions of foster parents on the education of their foster children and investigate how they understood these experiences. Methods A qualitative, interpretive phenomenological study was undertaken to analyse foster parents’ lived experiences of their foster children’s education. A purposive sample of 62 foster parents participated across seven focus groups. An in-depth, interpretive analysis was conducted. Findings Overall, analysis of the rich data set identified four main themes, which crossed all focus groups: Experiences of discrimination; Advocating for the child, Feelings of futility, and Connecting positively. Conclusions The study highlights more widely how foster parents can feel routinely excluded from their foster children’s education and suggests that feelings of discrimination may be common experiences. It also draws attention to the opportunities for meaningful connectivity between school professionals, foster parents and children. Implications for practice, which may be of use in other settings internationally, are offered.

Exploring the parents needs from the viewpoints of parents and nurses in a level III NICU in Kerman Iran: A Comparative Descriptive Study

BackgroundHospitalization of newborns in a neonatal intensive care unit (NICU) adversely affects parental health, their transition to successful parenting, and their relationship with their infant. By better meeting the needs of parents, nurses can provide more effective help to parents who are facing many challenges during their NICU journey. AimThis study aimed to explore parental needs from the viewpoints of parents and nurses in a Level III NICU in Kerman Iran. MethodsThis comparative-descriptive study included 65 nurses,47 mothers, and 27 fathers who were selected for participation through the convenience sampling method. A 3-part questionnaire was utilized that was comprised of demographic data; the NICU Family Needs Inventory, and the Needs Met Inventory (NMI). Data were analyzed by SPSS No.24, using ANOVA and multiple linear regression tests to compare the 3 groups. The answers to an open-ended question were analyzed and categorized based on their frequencies. ResultsMothers paid more attention to all needs (ρ = 0.000*). Fathers realized that their needs were met less than mothers and nurses (ρ = 0.11). Participants had different priorities regarding the importance of each need, and meeting each of the needs. While the most important needs of parents were the welfare amenities, nurses mentioned increasing the parents’ knowledge of NICU or improving nursing knowledge as important. ConclusionParents and nurses had different views about the actual needs of parents; therefore, nurses should not prioritize their personal views over those of the parents. This may waste available and limited resources, increase parental stress, and postpone their adaptation with their newborn.

IMPLIMENTATION OF THE RTE ACT (2009) PROVISIONS IN CBSE SCHOOLS OF AMRITSAR CITY: AN EMPIRICAL STUDY

In the present study, an attempt has been made to critically analyse the implementation of RTE Act (2009) provisions in private CBSE schools of Amritsar city and to explore how far the various aspects enshrined in this act are possible to implement in the field of school education. The Survey method has been used in the present study. The sample consists of 50 Teachers, 200 Parents and 200 Students selected randomly from 10 private schools situated in Amritsar city. The investigator had self developed three Questionnaires to analyse the implementation of provisions of RTE act as perceived by Teachers, Parents and Students. The investigator analyzed the data item wise by using simple percentage analysis. The overall results indicate that the RTE Act, (2009) provisions are not implemented fully in private schools. It is reflected through the present study that the view point of teachers is different from the view point of parents and students. According to teachers, RTE Act is being implemented in schools but parents and students do not think so. According to them there is a gap between the provisions written and their practical implementation. The gap between the written provisions and their practical implementation was considered through interviewing the Parents and Students.

The Quality of Family Life and Its Relationship to The Level of Psychological Stress for Children with Hearing Disabilities from the Viewpoint of Parents in Jordan

The present study aims to identify the quality of family life and its relationship to psychological stress for children with hearing disabilities from the point of view of their parents in Jordan. The study included 100 parents of students with hearing disability. The paricipants were selected according to the available method. In order to achieve the goal of the study, the researchers constructed two scales, namely the scale of quality of family life and the scale of psychological stress. The validity and reliability indications of the two measures were acheived. The results indicated that family interaction came first, material well-being second, emotional well-being ranked third, and emotional well-being came in last place. In general, the quality of family life was average. The results also showed that the psychological stress was moderate. The results also indicated that there was no statistically significant relationship between the quality of family life and psychological stress. The results also maintained that there were no statistically significant differences in the quality of family life for participants due to the variables, the sex of the guardian, the education level of the parents, and the economic income. The results stressed that there were no statistically significant differences in the level of psychological stress of the participants according to the variables of the guardian’s sex, the parent's education level, and economic income.

Consciousness-based education in Bali: a second- and third-person embedded multiple-case study of Negeri Bali Mandara

ABSTRACT Consciousness-based education has been described as both an innovative method for developing the consciousness, and thereby the creativity, learning ability and behaviour, of students, and a pedagogical approach designed to reverse negative trends in schools. For either purpose, it has in the last 20 years been implemented in hundreds of schools in 49 countries, for which a considerable body of literature documents its impact on the mental and physical health, learning ability, social relations, and academic achievement of students. However, while the approach has been implemented in two schools in northern Bali, Indonesia – SMA Negeri Bali Mandara and SMK Negeri Bali Mandara – the nature and scope of its potential impact on individual and collective life have yet to be examined. Using an embedded multiple-case research design, the present study seeks to fill this gap in the literature by exploring the experiences and viewpoints of current students, former students, teachers, a Principal, and parents of students participating in consciousness-based education in Bali. Results from this unique educational setting indicate that outcomes are somewhat consistent with international findings, but several unique characteristics of secondary education in Bali have emerged which shine further light on understanding this novel pedagogical approach to student development.

Towards an optimal blended learning model during disrupted education periods

This paper studies the application of online and blended learning models in the Arab learning settings to compensate the closures of Higher Education Institutions (HEIs) including colleges and universities worldwide following the COVID-19 pandemic outbreak. The academic and educational institutions introduced online learning as an immediate alternative to complete academic semesters by offering courses via distance learning modes. However, the review of relevant literature, surveys, and studies showed that complete online learning does not bring the optimal results in the Arab learning settings at least. Surveys conducted in the UAE, Saudi Arabia, and other contexts revealed that complete online learning proved insufficient from the viewpoint of students, parents, and educators. Blended Learning Models (BLMs) are presented as a midway between full face-to-face and online instruction modalities. This study examines the different types and models of blended learning and how it is perceived by students in the Arab learning contexts. This review aims to set the features of developing an optimal model of blended learning and how it can be presented in the Arab learning settings, given the nature of the Arab students who believe that the role of a more knowledgeable individual like an instructor is necessary to facilitate acquisition and construction of knowledge. This study provides insights and pedagogical implications into how to apply an effective blended learning model to reinforce knowledge construction during disrupted education periods.

Developing social skills and self-satisfaction of adults with intellectual disabilities through sports: a parental perspective

The purpose of the study was to investigate the effects of sports activities on social skills and self-satisfaction in adults with intellectual disabilities by obtaining the perspective of their parents. A questionnaire was used to collect the viewpoints of parents with adult children who have an intellectual disability in sports facilities. This questionnaire aimed to gather responses in relation to close-ended questions based on three dimensions: the reasons for participating in sports; general expectations of the sporting activities; and the effects of exercise in relation to adults with intellectual disabilities. The questionnaire was given to a sample set of 400 parents. 120 of these parents responded to and returned the questionnaire addressing the objectives of the study. The findings revealed that there are significant barriers that prevent people with intellectual disabilities from playing sports—including lack of training programs, the absence of their rights, and the difficulties of accessing sports facilities.

Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

The viewpoint of parents has been scarcely studied in classroom assessment research. We address this research gap by examining parents’ beliefs about assessment in the context of Finnish basic education (grades 1–9). A socioculturally oriented framework is developed to study the beliefs of parents. With this newly formulated framework, we qualitatively analyse parents' open-ended responses based a large-scale questionnaire study (N = 622). Our findings show that in the low-stakes assessment culture of Finland, parents largely framed assessment through a pedagogical conception that reflects the learning purposes of assessment. A societal conception of assessment was also strongly present, as parents believed that assessment should produce numerical data for the purposes of measurement and comparison. As a major contribution of this study, a six-dimensional conceptual framework for analyzing parents’ beliefs about classroom assessment is formulated and tested.

Skype Supervised, Individualized, Home-Based Rehabilitation Programs for Individuals With Rett Syndrome and Their Families - Parental Satisfaction and Point of View.

Individuals with Rett syndrome (RTT) experience impaired gross motor skills limiting their capacity. Therefore, they need support to participate in physical activities, and it is crucial to work with primary caregivers when developing appropriate strategies, thereby leading to an active lifestyle. There is limited evidence supporting the effectiveness of remotely supported physical activity interventions. This project aimed to evaluate the effects of a skype-based, telehealth-delivered physical activity program carried out by participants’ parents at home. This article will focus on parental points of view. A mixed-methods design evaluating parental satisfaction was conducted. Forty participants with a confirmed genetic diagnosis of RTT and their families were recruited. The intervention included a 12-week individualized daily physical activity program carried out by participants’ parents and bi-weekly supervised by expert therapists. Parents’ impressions and feelings related to the program implementation were collected throughout semi-structured interviews, and an ad hoc developed questionnaire and discussed. The current project results suggest that a remote physical rehabilitation program, supported fortnightly by video calls, represents an effective way of conducting a remote physical therapy intervention for this population and that it can be easily carried out at home by primary caregivers, promoting positive functional changes, without bringing feelings of frustration due to the required workload. The strategies that families have learned during the program to support the motor activities of their daughters represent an easily performed set of tools that they can maintain and use in everyday life even after the cessation of the program.

Todays' digital natives: an exploratory study on students' engagement and satisfaction towards virtual classes amid COVID-19 pandemic

PurposeThis paper aims to study the perception of school students towards online classes via virtual meeting applications and to unravel the teachers' preparedness and students' preparedness for running synchronous online classes and its impact on student's engagement and their satisfaction during the period of lockdown due to COVID-19.Design/methodology/approachOn the basis of focused group discussions with teachers and students of top 10 private CBSE affiliated schools (National capital Region, Delhi, India), survey instrument was constructed. Further, 489 valid responses were finally analysed through partial least square (PLS) method and structural model was tested.FindingsAll the six independent variables such as teachers' structured approach, teachers' technical readiness, teachers' self-efficacy, students' technical readiness, students' autonomy and students' self-efficacy influenced students' engagement and satisfaction towards synchronous online classes significantly. The result of the structural model also reveals that students' engagement is a significant predictor of students' satisfaction.Research limitations/implicationsThe paper outlines the scope for future research in ascertaining more critical success factors other than satisfaction and engagement. Scope of this research suggests inclusion of not only schools but framework is also important for college and university level educational bodies. Data collection was confined to students only whereas viewpoint of teachers and parents may also be included.Originality/valueThis study devised a collaborative form of learning where both the parties learnt while making continuous interactions and also co-created value in terms of new skills. Provision of autonomy given to students can't be overlooked as an important indicator for his/her preparedness. As a result, students feel motivated to get engaged in the whole process which makes them satisfied and will be able to identify the learning outcomes equal to or greater than in physical classroom settings.

Die Sprachlandschaft des schulischen Raums

Abstract The study of signage in educational settings (‘schoolscape’) is a recent development in linguistic landscape research. Some approaches to schoolscapes focus on signs in schools of various types, which are coded for formal and functional characteristics, including language choice. Other approaches examine signs alongside spatial practices, e. g. the arrangement of furniture and classroom activities, thereby taking the viewpoints of teachers, students and parents into consideration. The research presented in this paper centers on school signs. We propose an analytical framework for schoolscape research which integrates the geosemiotic framework by Scollon and Scollon (2003), the classification of school signage by Gorter and Cenoz (2015), the notion of ‘sign genres’ from linguistic landscape studies and text linguistics, and a context-sensitive approach to spatial differences within educational institutions. Our framework includes four interlocking levels of examination: (a) discourses, i. e. knowledge-and-power configurations, indexed by a sign; (b) genres by which a discourse is materialized in space; (c) a sign’s precise spatial location, e. g. a classroom as opposed to the school foyer, and (d) the semiotic resources that are routinely deployed for various genres of school signage. Empirical evidence comes from a case study of a secondary school in Hamburg, with more than 550 signs photographed and coded. The paper presents an exhaustive analysis of this data in terms of seven discourses, each materialized by a number of genres and with a specific spatial distribution in the school. The potential of this framework for future schoolscape research is discussed.

Experiences of parent-adolescent dyads regarding a Facebook-based intervention to improve overweight/obesity treatment in adolescents: A qualitative study.

APOLO-Teens is a Facebook-based psychological intervention aiming to optimize hospital treatment for adolescents with overweight/obesity. The present qualitative study aims to explore (1) how adolescents experienced participation in APOLO-Teens and (2) how parents perceived adolescents' participation. Sixteen adolescent-parent dyads were interviewed by telephone using semistructured guides. An inductive approach of thematic analysis was used to analyze data by two independent codifiers. The consensus was used to resolve differences in coding/themes, and two independent auditors reviewed the codes and the themes proposed. We identified four themes from adolescents' interviews, namely, expectations, perception of outcomes, participation in the intervention, and sharing of acquired knowledge. From parents' interviews, we identified five themes: expectations for son/daughter participation, perception of adolescents' outcomes, son/daughter participation, parental role, and use of social networks in intervention programs for adolescents. Both elements of the dyad indicated that adolescents' participation in APOLO-Teens contributed to favorable outcomes, further highlighting the use of online interventions to complement the hospital treatment of adolescents with overweight/obesity. Future studies should address the viewpoints of adolescents and parents in the design of Facebook-based interventions, namely, to implement tailored, shorter, less time-demanding interventions that favor engagement between participants and parental involvement.

The Effect of Environmental Factors on Children from The Viewpoint of Parents

Purpose The main purpose of this case study is to investigate the effect of increasing negative risk factors on children in outdoor playgrounds. There is a close relationship between children's playgrounds and children's health and safety in the open green areas that are gradually decreasing in the urban landscape. Children are faced with increasing parental concerns (abduction, harassment, self-harm, and inability to socialize), attention deficit in children, obesity and depression diseases. For this reason, the quality and livability of the environment we live in appear as factors that affect the decisions of parents on their children. Design/Methodology/Approach In this study, environmental factors and the quality of the environment were examined and the study questioning the concerns of parents about the use of children's playgrounds was discussed in three parts. The first part of the study consists of (i) the examination of children's playgrounds by the parents, the second part consists of (ii) the socio-demographic characteristics of the parents and the third part consists of (iii) the evaluation of the park criteria. Findings The findings obtained show that that parents with young children (2-4 years) (r =-,191*; r =,214**) prefer shopping malls suitable for all weather conditions (r =,261**) if there is not a playground in the garden of the house lived, but in some cases, the shopping mall is not preferred due to the risk of disease transmission and it brings a serious financial burden to families (r =-,163*), and if the parents are given a chance to prefer, they prefer a natural playground made of natural materials (r =-,220*). However, fathers did not prefer to wait at a very close distance for a well-groomed (r =,176*) control (r =,228*) where their children can spend time with their friends (r=,247**) on weekends alone (r =,166*), but it was determined that they were worried about their children being excluded and harmed by their friends (r =,249**). Research Limitations/Implications Children are faced with increasing parental concerns (abduction, harassment, self-harm, and inability to socialize), attention deficit in children, obesity and depression diseases. Originality/Value These data show that "play" has positive effects on children's health, and provides benefit in exploring children's creativity, sharpening their thinking skills and environmental awareness. Based on the results of the article, suggestions were developed on how designers, planners and park managers can implement the results in order to eliminate parents' fears and increase their motivation to take their children to children's playgrounds.

Get it right, make it easy, see it all: Viewpoints of autistic individuals and parents of autistic individuals about the autism diagnostic process in Australia

BackgroundThe clinical process for being evaluated for an autism diagnosis is often time consuming and stressful for individuals and their caregivers. While experience of and satisfaction with the diagnostic process has been reviewed in the literature, few studies have directly investigated the viewpoints of individuals diagnosed with autism and caregivers of autistic individuals about what is important in the autism diagnostic process. MethodA Q methodological design was employed to capture the subjective viewpoints about the diagnostic process of individuals on the autism spectrum and caregivers of autistic individuals. Thirty-eight participants responded to a set of 66 statements representing different aspects of the autism diagnostic process. ResultsThe analysis identified three significant viewpoints: Get it Right, Make it Easy, and See it All. Participants reflected upon the importance of a comprehensive diagnostic assessment process, ease of diagnostic processes, and a holistic approach to autism diagnosis for autistic individuals and caregivers of autistic individuals. ConclusionsThe findings provide a consumer perspective that encourages reform of the current process for diagnosing autism in Australia, and an insight into what consumers are wanting from diagnostic services. This information is useful for policy-makers and service providers to create a more supportive and client-centred diagnostic process at all levels of service delivery.

The impact of Distance learning during Coronavirus on the students’ motivation towards learning from the viewpoint of both teachers and parents, in Irbid Directorate, Jordan: أثر التعلم عن بعد في ظل كورونا على دافعية الطلبة نحو التعلم من وجهة نظر المعلمين، وأولياء الأمور في مديرية قصبة إربد بالأردن

This study aimed to understand the impact of Distance learning during Coronavirus on the students' motivation towards learning from the viewpoint of both teachers and parents, in the Directorate of Irbid, Jordan. A descriptive survey approach was applied, which has been published via social media for the targeted sample of (221) A teacher, and (632) parents in Irbid directorate. The final results showed that the third axis has taken the lead with an average of 2.69, and a percentage of 58.2%, followed by the second axis with an average of 2.56 and a percentage of 47.97%, finally the first axis obtained an average of 2.94 with a percentage of 56.63%, which confirms that the availability of educational environment for distance learning greatly affects students' motivation towards learning, and a bunch of recommendations has been proposed depending on the paper results, that can help in develop the distance education methods and enhance students' motivation towards it. In Irbid Directorate, Jordan, and the majority of Arab countries.

Considerations about the implementation of an autism screening program in Iran from the viewpoints of professionals and parents: a qualitative study

BackgroundThe aims of this study were to explore to explore the viewpoints of parents of children with Autism Spectrum Disorders (ASD) and professionals regarding the implementation of screening programs for ASD, to explore the challenges of the implementation of a universal screening program for ASD in Iran from their viewpoints, and, to explore their recommendations to overcome the potential challenges.MethodThis qualitative study was conducted using an inductive content analysis, between June 2018 and December 2018, in East-Azerbaijan province of Iran. Data was collected through in-depth interviews and focus group discussions. The participants were purposively selected among two groups: representatives of health system and representatives of children with ASD. A sample of 32 parents and 30 professionals were recruited in this study.ResultsTotally, 9 main themes and 23 sub-themes were extracted in three main areas including: viewpoints of the participants about universal screening for ASD, challenges in implementation of the universal screening program, and participants’ recommendations about how to overcome the potential challenges. Main challenges in implementation of the universal screening program included: shortages of ASD screening tools, weakness of the health system, lack of coordination among the ASD service providers, and social and ethical issues.ConclusionThe parents and the professionals had different viewpoints about the implementation of ASD universal screening program in Iran. According to the professionals, there is not enough rational to implement ASD screening program for all children. However, the parents believed that universal screening program is inevitable, and it should be implemented in primary health centers during the early child-care visits. The results of this study open up unspoken issues that could help in initiating the screening program not only in Iran but also in other low- and middle-income countries as well.

الرقابة و المتابعة الوالدية على الألعاب الإلكترونية وأثر تلك الألعاب على الجانب الانفعالي والسلوك العدواني لدى أطفال الروضة من وجهة نظر أولياء الأمور في مدينة القدس

The study aimed to reveal the effect of supervision and follow-up by parents on electronic games that the child plays, and the effect of those games on the emotional side and aggressive behavior from the viewpoint of parents in occupied Jerusalem, and to achieve the objectives of the study, a questionnaire was prepared by the researcher consisting of three axes: Parents' monitoring and follow-up aspect, the emotional side, and the hostile behavior aspect. The questionnaire was distributed to a survey sample consisting of (300) parents of kindergarten children’s parents in Jerusalem, during the middle of the first semester of the 2019/2020 academic year. The study showed the following results: There are no statistically significant differences for the effect of parental control and follow-up on electronic games that kindergarten children play, and the results also showed that there are no statistically significant differences of the effect of electronic games on the emotional side of kindergarten children from the parents' point of view, as well as the results showed There are statistically significant differences in the effect of electronic games on the aggressive behavior of kindergarten children from the parents' point of view in a negative and large degree.

The first febrile seizure; predisposing factors and recurrence rate.

ObjectiveFebrile seizure is the most common worrisome neurologic disorder in children in terms of parental point of view. The purpose of this study was to answer distressing parents’ questions about the prevalence and possibility of febrile seizure recurrence.Materials & Methods140 patients who were admitted due to the first febrile seizure in the six months (March up to September) of the year 2015 were enrolled to this study. Exclusion criteria include central nervous system infection, non-confirmed febrile seizure and lack of parental acceptance forlong-term inclusion in this study. All children were followed in terms of second febrile seizure during one year follow-up from the time of first febrile seizure. (3 sentences were deleted).ResultsRecurrence of febrile seizure was 25.7 % during one-year follow-up. Significant risk factors for recurrence include: age less than one year old, male gender, seizure with low level of fever, family history of epilepsy, family history of febrile seizure, complex febrile seizure (focal and repeated in 24 hours), seizure duration more than 15 minutes and parental indifference to the onset of fever in their children before seizure occurrence. Although duration of fever before seizure, failureto thrive, positive history of admission in neonatal period, dystocia at birth delivery and children with day care staying were associated with greater febrile seizure recurrence; but, they did not have significant relationship with recurrence rate. Prophylaxis with benzodiazepine reduced the recurrence rateConclusionChance of febrile seizure recurrence in one-year follow-up increased in presence of risk factors expressed in finding part. Parental indifference to the onset of fever in their children that is starting before seizure was a considerable risk factor in terms of recurrence prevalence. We recommended to emphasis on parental education about this new finding as a risk factor for febrile seizure in order to prevent its future recurrence.