Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland.

The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children's remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group.

Parental involvement in remote learning during the COVID-19 pandemic-Dominant approaches and their diverse implications.

The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID-19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66-item questionnaire (4 subscales) was used.