How did educational institutions respond to students with special needs during COVID-19: considerations for policy?
This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for impr...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-11-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1451597/full |
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| author | Valentina Gómez-Domínguez MaríaTeresa Gómez-Domínguez Diego Navarro-Mateu Susana Tébar-Yébana |
| author_facet | Valentina Gómez-Domínguez MaríaTeresa Gómez-Domínguez Diego Navarro-Mateu Susana Tébar-Yébana |
| author_sort | Valentina Gómez-Domínguez |
| collection | DOAJ |
| description | This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment. |
| format | Article |
| id | doaj-art-3de0c0728520481c819ee4f8ba74b0c5 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-3de0c0728520481c819ee4f8ba74b0c52024-11-18T16:07:38ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-11-01910.3389/feduc.2024.14515971451597How did educational institutions respond to students with special needs during COVID-19: considerations for policy?Valentina Gómez-Domínguez0MaríaTeresa Gómez-Domínguez1Diego Navarro-Mateu2Susana Tébar-Yébana3Faculty of Education Sciences, International University of Valencia, Valencia, SpainDepartment of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia San Vicente Mártir, Valencia, SpainDepartment of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia San Vicente Mártir, Valencia, SpainDoctoral School, Catholic University of Valencia San Vicente Mártir, Valencia, SpainThis bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment.https://www.frontiersin.org/articles/10.3389/feduc.2024.1451597/fullCOVID-19pandemicfamiliesdisabilityinclusive educationbibliometrics |
| spellingShingle | Valentina Gómez-Domínguez MaríaTeresa Gómez-Domínguez Diego Navarro-Mateu Susana Tébar-Yébana How did educational institutions respond to students with special needs during COVID-19: considerations for policy? Frontiers in Education COVID-19 pandemic families disability inclusive education bibliometrics |
| title | How did educational institutions respond to students with special needs during COVID-19: considerations for policy? |
| title_full | How did educational institutions respond to students with special needs during COVID-19: considerations for policy? |
| title_fullStr | How did educational institutions respond to students with special needs during COVID-19: considerations for policy? |
| title_full_unstemmed | How did educational institutions respond to students with special needs during COVID-19: considerations for policy? |
| title_short | How did educational institutions respond to students with special needs during COVID-19: considerations for policy? |
| title_sort | how did educational institutions respond to students with special needs during covid 19 considerations for policy |
| topic | COVID-19 pandemic families disability inclusive education bibliometrics |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1451597/full |
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