ABSTRACT

This paper examines experiences of families and children with special educational needs and disabilities (SEND) with a focus on Autism during a 9-week period in 2020 of ‘lockdown’ due to COVID-19 where the UK Government’s message was ‘stay home, stay safe’. For these families, home is where children can be themselves, shut out the outside world and have their own routine. This research draws on interpretative, ethnographic narrative data from eight families of children with Autism/complex needs, aged 5–13 years, and how they have experienced lockdown with competing pressures from school and other agencies. Data was collected from telephone/online interviews and a closed social media platform where parents shared their challenges. Thematic analysis found that home as a safe space was invaded by external expectations. School and meetings with agencies, once separate, became part of home, blurring the boundaries. Home a safe space is examined, as well as children’s social/emotional wellbeing and how families negotiate external demands. Home should remain a safe space, boundaries should not be blurred, and families should be supported in understanding learning and development can come from within everyday experiences where children express their interest and engagement.

摘要

本文研究了有特殊教育需求和残疾（SEND）的家庭和儿童的经历，重点研究了由于COVID-19而在2020年的“锁定”期间为期9周的自闭症，英国政府的信息是“待在家里，待在家里”安全'。对于这些家庭来说，家庭是孩子们可以自己生活，与外界隔绝并拥有自己的例行生活的地方。这项研究利用了来自8个5-13岁自闭症/复杂需求儿童家庭的解释性人种学叙事数据，以及他们如何在学校和其他机构的压力下经历了封锁。数据是通过电话/在线访谈和封闭的社交媒体平台收集的，父母可以在此平台上分享他们的挑战。专题分析发现，作为安全空间的家庭遭到了外界的期望。学校和与代理机构的会议一旦分开，就成了家庭的一部分，模糊了界限。在家中检查安全的空间，以及儿童的社交/情感健康以及家庭如何协商外部需求。家庭应保持安全的空间，界限不应模糊，应支持家庭理解学习和发展来自儿童表达兴趣和参与的日常经验。