[论文解读] How Does COVID-19 impact Students with Disabilities/Health Concerns?

Han Zhang, Paula S. Nurius+9 more|arXiv (Cornell University)|May 11, 2020

COVID-19 and Mental Health参考文献 32被引用 56

一句话总结

这项研究对147名学生进行调查，比较COVID-19对有残疾/健康问题的学生与无此问题学生在教育与心理健康方面的影响，发现前者在在线课堂焦虑和逆境方面更突出。

ABSTRACT

The impact of COVID-19 on students has been enormous, with an increase in worries about fiscal and physical health, a rapid shift to online learning, and increased isolation. In addition to these changes, students with disabilities/health concerns may face accessibility problems with online learning or communication tools, and their stress may be compounded by additional risks such as financial stress or pre-existing conditions. To our knowledge, no one has looked specifically at the impact of COVID-19 on students with disabilities/health concerns. In this paper, we present data from a survey of 147 students with and without disabilities collected in late March to early April of 2020 to assess the impact of COVID-19 on these students' education and mental health. Our findings show that students with disabilities/health concerns were more concerned about classes going online than their peers without disabilities. In addition, students with disabilities/health concerns also reported that they have experienced more COVID-19 related adversities compared to their peers without disabilities/health concerns. We argue that students with disabilities/health concerns in higher education need confidence in the accessibility of the online learning tools that are becoming increasingly prevalent in higher education not only because of COVID-19 but also more generally. In addition, educational technologies will be more accessible if they consider the learning context, and are designed to provide a supportive, calm, and connecting learning environment.

研究动机与目标

• 评估COVID-19在高等教育中对有残疾/健康问题学生教育和心理健康的影响。
• 比较有残疾/健康问题学生与无残疾同伴的经历。
• 识别疫情期间在线学习工具的可访问性及设计问题。
• 为可访问、安抚并具有互联性的在线学习环境提供建议。
• 强调对教育技术设计在COVID-19情境之外的含义。

提出的方法

• 对147名学生的调查于2020年3月下旬至4月初进行。
• 参与者包括有残疾/健康问题的学生以及无此问题的学生。
• 评估与教育相关的影响（如在线课程）及心理健康影响。
• 比较各组以识别差异化影响。
• 分析集中在对COVID-19相关可访问性与相关逆境的感知。

实验结果

研究问题

• RQ1 相较于无残疾的学生，是否有残疾/健康问题的学生对在线课程更担忧？
• RQ2 有残疾/健康问题的学生是否比无残疾同伴更容易遭遇与COVID-19相关的逆境？
• RQ3 哪些在线学习工具的可访问性改进可以帮助高等教育中的有残疾学生？
• RQ4 如何设计在线学习环境，使所有学生都得到支持、安抚和连接感？

主要发现

• 有残疾/健康问题的学生比无残疾同伴更担心课程转为在线进行。
• 有残疾/健康问题的学生报告的COVID-19相关逆境多于无此问题的同伴。
• 结果强调了对在线学习工具可访问性充足的信心需求。
• 教育技术应考虑学习情境，旨在提供支持性、安抚性和连接性环境。