The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong

Abstract

AbstractChildren with special educational needs (CSEN) in the early years have been identified as vulnerable to the pandemic restrictions. This study explored the lived experiences of educators teaching CSEN online in Hong Kong during the COVID‐19 school closures. Semi‐structured interviews with 21 educators revealed that educators perceived the prolonged school closures and online learning as adversely affecting CSEN's development. In educators' observations, during school closures and upon returning to school, CSEN's academic learning was less affected compared to CSEN's social skills. Still, educators found that some autistic children coped better than CSEN with other types of needs (e.g. with attention‐deficit hyperactivity disorder) in academic learning due to fewer classroom distractions and less social pressure. The insights from the educators provide key areas of focus for CSEN in the early years to recover from the aftermath of the pandemic and for future unforeseen school closures.