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'A Front Row Seat to My Kid's Learning': How Caregivers of Children with IDD Leveraged Community Cultural Wealth to Support Virtual Learning

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Title: 'A Front Row Seat to My Kid's Learning': How Caregivers of Children with IDD Leveraged Community Cultural Wealth to Support Virtual Learning
Language: English
Authors: Alison M. Wilhelm (ORCID 0000-0003-1381-206X), Melissa L. McGraw (ORCID 0000-0003-3328-3492), Carly A. Roberts, Roxanne F. Hudson
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A190051
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: COVID-19, Pandemics, Intellectual Disability, Developmental Disabilities, Resilience (Psychology), Distance Education, Educational Technology, Technology Uses in Education, Parent Role, Access to Education, Family School Relationship, Online Courses, Capital (Sociology), Elementary School Students, Barriers, Social Capital, Cultural Capital, Students with Disabilities
DOI: 10.1080/13603116.2024.2405036
Abstract: In the United States, and across the globe, educational disruptions during the COVID-19 pandemic resulted in many challenges for families of children with intellectual and developmental disabilities (IDD). However, during this time, families used their cultural community wealth to demonstrate resilience and ingenuity to offer a new lens on what education could be for their children. In this qualitative study, 15 caregivers of elementary-aged children with IDD participated in two semi-structured interviews. Each virtual interview lasted between 30 and 60 minutes. Transcripts were coded inductively and deductively and collaborative approaches were used in thematic analysis. Through these interviews, families shared their sense making and offered positive experiences drawn from virtual learning. Caregiver narratives on supporting their children during virtual learning recounted strategies for reducing barriers to digital instruction, enhancing collaboration with educators remotely, and resisting deficit narratives about student ability that can enhance future home-school partnerships. Our findings include evidence of increased transparency, improved communication, and shifting assumptions of competence in teachers and parents in response to the transition to virtual learning. [This is the online first version of an article published in "International Journal of Inclusive Education."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED671432
Database: ERIC
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  Data: 'A Front Row Seat to My Kid's Learning': How Caregivers of Children with IDD Leveraged Community Cultural Wealth to Support Virtual Learning
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  Data: <searchLink fieldCode="AR" term="%22Alison+M%2E+Wilhelm%22">Alison M. Wilhelm</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1381-206X">0000-0003-1381-206X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+L%2E+McGraw%22">Melissa L. McGraw</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3328-3492">0000-0003-3328-3492</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carly+A%2E+Roberts%22">Carly A. Roberts</searchLink><br /><searchLink fieldCode="AR" term="%22Roxanne+F%2E+Hudson%22">Roxanne F. Hudson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 22
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Capital+%28Sociology%29%22">Capital (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
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  Data: 10.1080/13603116.2024.2405036
– Name: Abstract
  Label: Abstract
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  Data: In the United States, and across the globe, educational disruptions during the COVID-19 pandemic resulted in many challenges for families of children with intellectual and developmental disabilities (IDD). However, during this time, families used their cultural community wealth to demonstrate resilience and ingenuity to offer a new lens on what education could be for their children. In this qualitative study, 15 caregivers of elementary-aged children with IDD participated in two semi-structured interviews. Each virtual interview lasted between 30 and 60 minutes. Transcripts were coded inductively and deductively and collaborative approaches were used in thematic analysis. Through these interviews, families shared their sense making and offered positive experiences drawn from virtual learning. Caregiver narratives on supporting their children during virtual learning recounted strategies for reducing barriers to digital instruction, enhancing collaboration with educators remotely, and resisting deficit narratives about student ability that can enhance future home-school partnerships. Our findings include evidence of increased transparency, improved communication, and shifting assumptions of competence in teachers and parents in response to the transition to virtual learning. [This is the online first version of an article published in "International Journal of Inclusive Education."]
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  Data: 2025
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        Value: 10.1080/13603116.2024.2405036
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      – Text: English
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Developmental Disabilities
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      – SubjectFull: Students with Disabilities
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      – TitleFull: 'A Front Row Seat to My Kid's Learning': How Caregivers of Children with IDD Leveraged Community Cultural Wealth to Support Virtual Learning
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