Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being

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dc.contributor.authorBatta, Millie
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorMacCormack, Jeffrey W. H.
dc.date.accessioned2022-11-10T21:58:50Z
dc.date.available2022-11-10T21:58:50Z
dc.date.issued2022
dc.degree.levelMastersen_US
dc.description.abstractSchool closures due to the COVID-19 pandemic resulted in a shift to emergency remote learning, particularly affecting autistic students who experienced disruptions to school-based supports and social interactions. This mixed-methods study explored the experiences and perceptions of autistic youths and their mothers of emergency remote learning during the first several months of the COVID-19 pandemic (March to June 2020), with a focus on well-being. Data was gathered from nine autistic youth (ages 10 to 17), alongside their mothers, through questionnaires and semi-structured interviews. Autistic youths and their mothers reported that remote schooling came with a spectrum of benefits and challenges. The youths’ experiences of remote schooling are described through three common themes: (1) social, (2) emotional, and (3) academic. In considering the interactions between the youth and their context, their challenges of remote schooling seemed to be influenced by the anxiety levels, severity of social responsiveness restrictions, and their comfort with technology. Limited social opportunities, teaching supports, and classroom structure seemed to negatively impact the youths’ well-being and supportive relationships. The use of technology did not substitute in-person social interactions during remote schooling, but did offer youths an alternative approach for connecting with others. Professionals who work with autistic youths may benefit from understanding their remote schooling experiences using a thriving framework to better support their social, emotional, and educational needs during the recovery from the pandemic and beyond.en_US
dc.description.sponsorshipThis research was supported by the Social Sciences and Humanities Research Council (SSHRC) through a Graduate Scholarship Master’s award.en_US
dc.identifier.urihttps://hdl.handle.net/10133/6384
dc.language.isoen_CAen_US
dc.proquest.subject0529en_US
dc.proquest.subject0710en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta.: University of Lethbridge, Faculty of Education
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)
dc.subjectautism spectrum disorderen_US
dc.subjectCOVID-19en_US
dc.subjectemergency remote learningen_US
dc.subjectonline learningen_US
dc.subjecttechnologyen_US
dc.subjectadolescenceen_US
dc.subjectsocial engagementen_US
dc.subjectwell-beingen_US
dc.subjectthrivingen_US
dc.subjectsupportive relationshipsen_US
dc.subject.lcshAutistic youth--Education
dc.subject.lcshAutistic youth--Mental health
dc.subject.lcshCOVID-19 Pandiemic, 2020---Social aspects
dc.subject.lcshSocial distancing (Public health) and education
dc.subject.lcshYouth with autism spectrum disorders--Education
dc.subject.lcshYouth with autism spectrum disorders--Mental health
dc.subject.lcshWeb-based instruction
dc.subject.lcshWeb-based instruction--Social aspects
dc.subject.lcshSchool environment--Social aspects
dc.subject.lcshSchool environment--Psychological aspects
dc.subject.lcshWell-being
dc.subject.lcshEpidemics--Social aspects
dc.subject.lcshEpidemics--Psychological aspects
dc.subject.lcshDissertations, Academic
dc.titleAutistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-beingen_US
dc.typeThesisen_US
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