The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.
Elke Baten, Fieke Vlaeminck, Marjolein Mués and 3 others
PMID 35013867WHAT IT FOUND
Parents of children with developmental disorders rated remote teaching methods as less effective and were less satisfied with school measures than parents of typically developing children.
Teacher alignment and child motivation predicted better experiences, but teacher-led methods helped only typically developing children.
Key findings
01Parents of children with developmental disorders rated remote teaching methods as less effective than parents of typically developing children, especially in secondary school.
02Alignment between different teachers was the strongest predictor of parental satisfaction and was linked to lower learning time and higher perceived effectiveness of teaching methods.
03The use of teacher-driven methods improved perceived effectiveness and parental satisfaction for typically developing children, but not for children with developmental disorders.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTsWhat it means for SLPs
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What it does not show
All data were reported by parents, which may introduce bias and does not reflect the child's or teacher's perspective. The study is cross-sectional, so it cannot prove that specific school strategies caused the reported experiences. The sample was recruited via convenience sampling and was highly educated (76.30% of respondents had at least a Bachelor's degree), which may not represent the general population. Measurement invariance could not be established between primary and secondary school groups, preventing direct comparison of predictors across school levels. The study did not measure actual academic achievement, only perceived learning experiences and time spent.
Declared interests
The study was funded by the Bijzonder Onderzoeksfonds. The authors declared no conflicts of interest.
The easy way to misread this
Do not assume that teacher-driven remote methods (like live video lessons) are equally effective for all children. The study found these methods improved outcomes for typically developing children but had no significant effect for children with developmental disorders, who may require more individualized support.