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dc.contributor.supervisor MacCormack, Jeffrey W. H.
dc.contributor.author Batta, Millie
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2022-11-10T21:58:50Z
dc.date.available 2022-11-10T21:58:50Z
dc.date.issued 2022
dc.identifier.uri https://hdl.handle.net/10133/6384
dc.description.abstract 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_US
dc.description.sponsorship This research was supported by the Social Sciences and Humanities Research Council (SSHRC) through a Graduate Scholarship Master’s award. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta.: University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject autism spectrum disorder en_US
dc.subject COVID-19 en_US
dc.subject emergency remote learning en_US
dc.subject online learning en_US
dc.subject technology en_US
dc.subject adolescence en_US
dc.subject social engagement en_US
dc.subject well-being en_US
dc.subject thriving en_US
dc.subject supportive relationships en_US
dc.subject.lcsh Autistic youth--Education
dc.subject.lcsh Autistic youth--Mental health
dc.subject.lcsh COVID-19 Pandiemic, 2020---Social aspects
dc.subject.lcsh Social distancing (Public health) and education
dc.subject.lcsh Youth with autism spectrum disorders--Education
dc.subject.lcsh Youth with autism spectrum disorders--Mental health
dc.subject.lcsh Web-based instruction
dc.subject.lcsh Web-based instruction--Social aspects
dc.subject.lcsh School environment--Social aspects
dc.subject.lcsh School environment--Psychological aspects
dc.subject.lcsh Well-being
dc.subject.lcsh Epidemics--Social aspects
dc.subject.lcsh Epidemics--Psychological aspects
dc.subject.lcsh Dissertations, Academic
dc.title Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0529 en_US
dc.proquest.subject 0710 en_US
dc.proquestyes Yes en_US


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