Changement des routines chez les familles avec des enfants d’âge scolaire ayant des handicaps en raison des fermetures d’écoles obligatoires pendant la pandémie de COVID-19 au Québec, Canada
Mots-clés :
fermeture des écoles , COVID-19 , routines familiales, différences d’apprentissage, stress, résilience , études sur le handicapRésumé
Cette étude explore les changements de routine et les impacts socioémotionnels vécus par les familles d’enfants avec des différences d’apprentissage ou des handicaps signalés par les parents vu les fermetures d’écoles pendant la COVID-19 au Québec. Un questionnaire est utilisé pour comparer les routines familiales de 20 participants avant et après les fermetures. Les résultats démontrent que les routines après les fermetures d’écoles comprenaient une utilisation accrue de la technologie, une diminution de la socialisation, l’arrêt ou la diminution des activités parascolaires et des thérapies, ainsi qu’une augmentation des symptômes de dépression et d’anxiété chez cette cohorte. Les auteurs suggèrent des services de soutien améliorés, y compris des services psychosociaux et une aide financière, pour atténuer les résultats négatifs potentiels.
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