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New report on impact of pandemic on learning experiences of teenagers with disabilities

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The initial are accountable to examine the impact of the COVID-19 pandemic on the training experiences of teenagers with disabilities has been published. Researchers at University College Cork (UCC) examined the way the COVID-19 pandemic has affected teenagers with disabilities’ connection with learning and vocational training, and what we are able to study from this about future education and employment practices which enable people who have disabilities’ inclusion.

The analysis, “Learning Disrupted,” explores the challenges that faced teenagers and providers in transitioning to and training during lockdown, but additionally the potential of virtual technologies make it possible for greater flexibility in how people who have disabilities take part in education and employment beyond the pandemic.

The analysis:

  • Highlights the significant stresses, anxiety and which COVID-19 designed for teenagers, and the challenges that was included with the transition to online learning, including insufficient suitable spaces to review and sustaining in online spaces.
  • Illustrates the potential of online technologies to start spaces previously closed to people who have disabilities, including workplaces. Recognizing virtual technologies within a holistic and to and education.
  • Demands greater equity of usage of technology for those who have disabilities and for employers to build up infrastructure and skills make it possible for blended (in person and virtual) work-based training.

To build up the analysis researchers Dr. Claire Edwards and Dr. Gill Harold undertook interviews and focus groups with teenagers (aged 18-30) with intellectual disabilities, mental health support needs and autistic teenagers, along with , NLN staff and employers who provide work placements to students.

Lead researcher, Dr. Claire Edwards says that “online technologies can’t be regarded as a panacea when it comes to participation and also have to be understood within a broader complex of social relationships, environments and resources that shape ‘s experiences of education and training. However, the knowledge of COVID-19 has taught us that, if designed thoughtfully, and together with other supports, they could help develop more creative and inclusive vocational learning and training experiences.”

Eoin Kelly, Area Manager, NLN says that “in a few respects, the COVID pandemic was a chance for National Learning Network to explore the extent to which online technology could possibly be beneficial to our students in the context of learning for employment purposes. The study findings reflect our view that future learning and work design should embrace a variety of in person and online activity for those who have additional support needs.”



Citation: New report on impact of pandemic on learning experiences of teenagers with disabilities (2022, September 2) retrieved 3 September 2022 from https://phys.org/news/2022-09-impact-pandemic-young-people-disabilities.html

This document is at the mercy of copyright. Aside from any fair dealing for the intended purpose of private study or research, no part could be reproduced minus the written permission. This content is provided for information purposes only.

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