2026-09-19T08:06:31.653438900Zhttps://opus.uleth.ca/server/oai/requestoai:opus.uleth.ca:10133/63842022-11-11T07:04:25Zcom_10133_3346com_10133_1com_10133_296col_10133_3348col_10133_298
ULethbridge OPUS Repository
supervisor
MacCormack, Jeffrey W. H.
author
Batta, Millie
author
University of Lethbridge. Faculty of Education
2022-11-10T21:58:50Z
2022-11-10T21:58:50Z
2022
https://hdl.handle.net/10133/6384
School 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_CA
autism spectrum disorder
COVID-19
emergency remote learning
online learning
technology
adolescence
social engagement
well-being
thriving
supportive relationships
Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being
Thesis
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BATTA_MILLIE_MED_2022.pdf.txt