Home Learning for Student with Disability in the Pandemic Situation

Teni Purwati

, Nabila Rahma Aidina

and Ika Febrian Kristiana

Master of Psychology, Universitas Diponegoro, Semarang, Indonesia

Faculty of Psychology, Universitas Diponegoro, Semarang, Indonesia

Keywords: Home Learning, Student Engagement, Children with Disabilities, COVID-19.

Abstract: The global COVID-19 pandemic has an impact on almost all aspects of life, including education. The

education system, which has been carried out in classrooms, has dramatically changed to be carried out online

from each student's home. Many studies highlight students' learning behavior at home, for example, their

engagement, but few studies focus on engagement in students with disabilities. This study aims to review

previous studies on student engagement in students with disabilities while studying at home in this pandemic

situation. The review was carried out systematically by applying the PRISMA-2009 guidelines. The online

databases used in the search were: Springer, Scient Direct, Scopus, and Google Scholar with a previously

defined search strategy. Screening is done by applying inclusion and exclusion criteria. The articles included

in the review (N=3) also underwent an eligibility assessment. The results showed that school closures and the

implementation of home learning provided mental health benefits for students with disabilities. However, if

viewed from the side of education, it will have an impact on the low student engagement of students,

especially on the dimensions of behavioral engagement and cognitive engagement. This is due to barriers to

internet and technology access and is related to the low emotional engagement of students. Support from

teachers, parents, and peers is reported to promote better student engagement.

INTRODUCTION

In 2020, it is known that due to the COVID-19

pandemic, 98% of students received the impact

caused by the pandemic, namely school closures

(UNESCO, 2020). The impact of school closures has

made students and teachers start doing remote

learning and teaching by utilizing the internet and

technology. During school closures, students will

experience a change in the learning environment,

using electronic devices that have never been used

before, and difficulty meeting and interacting with the

social environment. This situation becomes a

challenge for teachers and students doing home

learning. Crisis conditions due to the COVID-19

pandemic that have an impact on health, isolation,

and a declining economy can trigger a situation that

is not right in supporting student learning needs. As a

result of this, students' mental health conditions began

to deteriorate during online learning due to the

COVID-19 pandemic (Singh et al., 2020). Students'

mental health conditions, of course, will affect

Corresponding author

motivation and student engagement during home

learning or online learning. Student learning

motivation and student engagement will emerge if

students get support from teachers and peers (Lietaert

et al., 2015). So to manage the motivation and student

engagement that students have during home learning,

support from various parties is needed.

The condition of distance learning is a concern for

parents because it does not have the same quality as

learning conditions at school (Zhang, 2021). The

learning atmosphere and the different environmental

conditions between home and school lead to low

aspects or dimensions of student engagement, namely

emotional engagement and cognitive engagement. The

low condition of aspects of student engagement has an

impact on the emergence of a pessimistic attitude in

parents towards the success of learning carried out by

students during home learning due to the COVID-19

pandemic (Zhang, 2021).

Back to discussing student engagement which

refers to the condition of students who are actively

involved in learning activities and have a high

Purwati, T., Aidina, N. and Kristiana, I.

Home Learning for Student with Disability in the Pandemic Situation.

DOI: 10.5220/0010808700003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 50-59

ISBN: 978-989-758-580-7

commitment to academic achievement (Christenson

et al., 2012). Student engagement has four

dimensions, namely behavioral engagement,

emotional engagement, cognitive engagement, and

agentic engagement. Behavioral engagement refers to

the extent to which students are involved in learning

activities so that it can be reviewed by looking at the

level of student attendance, class participation,

students' efforts in the learning process, intensity, and

also persistence of students. Emotional engagement

refers to the feelings that students have for teachers,

peers, activities carried out during the learning

process, experiences at school, and a sense of

attachment to learning activities. Cognitive

engagement describes the extent of the efforts made

by students in completing tasks and learning

materials. Lastly, agentic engagement, which refers to

taking initiative or creative action that contributes to

teaching and learning activities.

In addition, home learning is one of the policies

set by the government in every country, which

combines online learning and distance learning. Then

distance learning carried out at home during the

pandemic utilizes the internet and computer

networks, so that home learning refers to the

condition of students learning by using E-learning or

online learning. Online learning is a program of

organizing online learning classes using technology

to reach a massive and broad target group (Bilfaqih &

Qomarudin, 2015) and aims to increase knowledge

and skills (Kuntarto & Asyhar, 2016). According to

Saavedra, 2020 (in Ro'fah et al., 2020) explains that

home learning conditions are more effectively

applied to reach all levels of society. Home learning

refers to the condition of combining online learning

that can be accessed by computers and internet

networks and learning by utilizing several facilities

that are under the infrastructure of a country. Home

learning allows students to learn online through

several web pages and can also access knowledge by

viewing television shows, podcasts, radio, or using

social media networks. So home learning in students

is more trying to integrate the learning system to suit

the conditions of the community and can be reached

by all students without paying attention to factors

such as economic conditions. In conclusion, this

study still used distance learning or online learning

but that’s definition includes home learning and

continues to use home learning for this study.

In online learning, the condition of the learning

environment, grade level or level, and teacher

autonomy are factors of student engagement during

the COVID-19 pandemic (Chiu, 2021). It does not

stop there, student engagement in students can

increase when online learning is influenced by

creativity in building learning strategies,

infrastructure, gender, individual characteristics, and

access to computers and internet networks (Abou-

Khalil et al., 2021). So it can be assumed that students

with certain characteristics will have different levels

of student engagement during Home learning. The

report from Mole, (2016) that students in-home

learning show differences in achieving educational

standards and are twice as prone to drop out.

Meanwhile, the Daruku & Nagaci research, (2020)

stated that students with disabilities who did home

learning during the lockdown due to the COVID-19

pandemic had a very low level of student

participation and the benefits of learning gained. The

low participation of students is due to the lack of

supporting technology and lack of experience in

home learning. The condition of the low benefits of

home learning will result in a decrease in the standard

of achievement of the learning process.

The achievement of educational standards will

certainly be differences between students in general

and students with disabilities, for students with

disabilities home learning does not have a significant

impact (Scheer & Laubenstein, 2021). However,

during home learning, students with disabilities need

special assistance, to avoid the socio-emotional

impacts that children receive during the lockdown,

even though the impact is less than for children in

general. Possible impacts on students with disabilities

during the lockdown and home learning are

vulnerable to violence caused by stress from parents,

emotional neglect, and isolation (Clemens et al.,

2020). So, maintaining the standard of educational

attainment requires the efforts of various parties such

as accompanying teachers, psychologists, assistants,

and family during online learning at home (Daruku &

Nagaci, 2020).

The condition described by Scheer & Laubenstein

(2021) regarding the minimal impact that appears on

students with disabilities during online learning at

home is in line with the research of Lyner- Cleophas

et al., (2021). The study revealed that students with

disabilities had different behaviors during the pre-

pandemic COVID-19 and during the pandemic,

where students with disabilities felt more comfortable

studying during the pandemic and felt stressed when

schools were about to reopen. Home learning during

the pandemic makes students with disabilities more

active due to a feeling of comfort without seeing the

stigma circulating them (Lyner- Cleophas et al.,

2021). This condition does not mean that the

condition of students with disabilities does not have a

crisis side during the pandemic and home learning.

Home Learning for Student with Disability in the Pandemic Situation

Some literature mentions the relationship of distance

learning to students' mental health and student

engagement as the impact of learning at home, but it

is still not specifically focused on students with

disabilities.

Therefore, Home learning also has consequences,

exactly for the learning process. This condition has

been described previously where students experience

low participation in the class. There more it is

necessary to know further whether only the low level

of participation in the class, have a describes the low

condition on one aspect of student engagement. Low

conditions for student engagement can impact learning

achievement. So it needs to be analyzed mode deeply

regarding the behavior of students with disabilities that

are caused during home learning and the things that

cause these behaviors to appear. This systematic

literature review aims to report a review of previous

studies on student engagement in students with

disabilities during home learning. So. The writing of

this literature refers to answering the question of

whether home learning during the pandemic is related

to a decrease in student engagement in children with

disabilities?

METHODS

The literature review serves to display facts related to

home learning during the pandemic that will

influence student engagement for students with

disabilities. The initial search for articles was carried

out in June 2020 using an e-database to identify peer-

reviewed articles in English published in the last 5

years (2016-2021) which can be downloaded in full

versions. In this literature review, the method used is

the SLR scientific approach (Systematic Review of

Literature) using the PRISMA 2009 guide in

conducting literature selection (Moher et al., 2009).

The keywords used in this research are “home

learning” OR “home-based education” OR

“homeschooling” OR “school closure” OR “distance

learning” OR “online learning” AND “student

engagement” AND “children with disabilities” OR

“special need children” OR special education need”

AND “pandemic”. The search was carried out using

scientific databases, including Springer, Scient

Direct, Scopus, and Google Scholar.

The articles found will go through a screening

process by applying inclusion and exclusion criteria,

including:

Peer-reviewed article (published in a journal)

Empirical studies are not literature studies

(using quantitative and/or qualitative

methods)

Articles about Student engagement with

students with disabilities during the pandemic

and learning at home

Articles that meet the inclusion and exclusion

criteria will then be examined in more detail for their

quality using the article quality assessment guidelines

from the Critical Appraisal Skills Program (CASP).

A thorough examination is used to determine the

suitability of the article to be used in the review. The

initial process is carried out by screening and

examining the articles found. The screening and

inspection process is described in the following flow

chart.

After screening, the articles that passed (N=3)

were articles with qualitative studies. Furthermore,

the three articles were checked for quality/eligibility

using the CASP qualitative checklist. Several criteria

must be met to categorize the qualitative study as

qualified based on the CASP qualitative checklist,

namely as follows;

Was there a clear statement of the aims of the

research?

is a qualitative methodology appropriate (right

methodology for addressing the research

goal)?

Was the research design appropriate to address

the aims of the research?

Was the recruitment strategy appropriate to

the aims of the research? (HINT: (explained

how the participants were selected)

Was the data collected in a way that addressed

the research issue?

Has the relationship between researchers and

participants been adequately considered?

(HINT: How the researcher responded to

events during the study)

Have ethical issues been taken into

consideration?

Was the data analysis very rigorous? (HINT:

Whether the researcher explains how the data

presented were selected from the original

sample to demonstrate the analysis process • If

sufficient data are presented to support the

findings)

Is there a clear statement of findings?

10.

How valuable is the research?

Based on these criteria, 3 (three) articles are

categorized as good and/excellent quality study (low

risk) while 1 (article) is categorized as poor quality

study (high risk) so it must be aborted. The three

articles were included in this systematic review.

ICPsyche 2021 - International Conference on Psychological Studies

Figure 1: PRISMA flow diagram for literature search.

Three articles were involved in the review, namely:

1) Study from Page et al., (2021) with the title

"Fostering school connectedness online for students

with diverse learning needs: inclusive education in

Australia during the COVID-19 pandemic" is a

journal with research qualitative with high quality.

An Excellent quality because the journal meets the

ten criteria of the CASP qualitative checklist. In

addition, the journal of Carver & Rowe, (2021), with

the title "Students with Disabilities and Online

Learning in a Pandemic" with good quality research

journals. Good quality in this study is because the

journal does not mention one of the criteria of the

CASP qualitative checklist, namely point 6, whether

the researcher pays attention to how the relationship

with the participants is. Furthermore, Cherian's

research, (2020), with the title “Pedagogy of the

Virtual Space: Content Analysis of Voices from K-

12 Online Classrooms of Four Indian Cities “has a

good quality category. The good quality obtained in

this qualitative research is because it does not write

down two criteria from the CASP qualitative

checklist, namely the 6th point and 7th point in detail.

RESULTS

The search results with the e-database found 3 (three)

journal articles that were relevant and met the

inclusion-exclusion criteria as well as the

predetermined quality assessment. Overall the

research was conducted in Amerika, India, and

Australia. The 3 articles reviewed, found some data

related to home learning during a pandemic

associated with decreasing student engagement in

children with disabilities. Complete data obtained

from the 3 articles can be seen in Table 1 below:

Home Learning for Student with Disability in the Pandemic Situation

Table 1: Summary of Data Extraction Results.

ICPsyche 2021 - International Conference on Psychological Studies

Table 1: Summary of Data Extraction Results (cont.).

DISCUSSION

Distance learning or online learning, namely home

learning that is done by students during the pandemic,

has a very diverse impact, one of which is how

students have engagement with schools. Lam &

Jimerson (2011) said that there are five aspects of

student engagement, namely liking for learning, like

for school, effort, and persistence, extracurricular,

and cognitive. Liking for learning refers to the

condition of students who have motivation in

learning. The motivation of students will form a

comfortable feeling when learning so that students

will find relevant and interesting ways of learning to

benefit from the learning process. Liking for school

describes the happy feelings of students when they

are at school and builds positive relationships

between students, teachers, and peers. The formation

of liking for school can be influenced by the

availability of facilities and infrastructure in schools

and the education system implemented in schools.

Effort and persistence describe the involvement of

students with the school as seen from the behavior of

students to continue to try and be diligent in the

learning process. Extracurricular is a condition where

students have the urge to be involved in participating

in activities that are not formal lessons at school.

Cognitive, describes the intellectual abilities of

students. These abilities can be in the form of

knowledge, understanding, analysis, synthesis, and

evaluation. So in reviewing student engagement

students need to pay attention to the aspects

contained.

In addition, student engagement has four

dimensions, namely behavioral engagement,

emotional engagement, cognitive engagement, and

agentic engagement (Christenson et al., 2012). One of

the dimensions of student engagement is cognitive

engagement, which positively plays a role in the

learning process at home during the pandemic.

Students' willingness to listen, concentrate and

participate in class must emerge from students during

the learning process. Conditions, where students

display responsible behavior, will make learning

interesting and make students stay involved in the

classroom during learning at home. However, the

effectiveness of online learning at home or home

learning is not always the same, but varies across age

groups, internet access, economy, and does not rule

out students with disabilities (Cherian, 2020).

Home Learning for Student with Disability in the Pandemic Situation

During the home learning that is carried out

during a pandemic, it has a positive impact on

students with disabilities, where students can reduce

the barriers they have in carrying out social activities

and reduce the stigma received from the surrounding

community and a flexible learning system (Lyner-

Cleophas et al., 2021). Students with disabilities also

feel happy and relax when learning at home during

the pandemic (Castro-Kemp & Mahmud, 2021).

Home learning gives the benefit of freedom and

flexibility for students with disabilities to do learning.

Students with disabilities had more time to plan their

intensities to learn and to do assignments. All of these

refer to the mental conditions possessed by students

but do not answer regarding the conditions of

academic achievement of students with disabilities

during the pandemic.

At the same point, home learning not only

provides benefits for students such as time freedom

and flexibility but will also provide its challenges.

Based on the findings of the literature, it is stated that

learning at home during the pandemic is most

influenced by the involvement of both teachers,

parents, and students as well as institutional or non-

institutional support systems. The importance of the

involvement of various parties in the learning process

will reduce the impact caused by learning at home

during the pandemic. The reason is that, during

school closures, students will have an impact on

children's welfare, hampering the learning process,

and children's physical and mental health (Asbury et

al., 2021). This condition explains that the support

and participation of students and the social

environment during home learning will increase

student involvement in learning during the pandemic

(Bray et al., 2021).

Students with disabilities tend to have a structured

learning system, so that during a pandemic and

requiring students with disabilities to do home

learning, will have an impact on them. Home learning

has a different structure and learning system from

what it did before, so this can lead to a decrease in

student engagement (Carver & Rowe, 2021). In

addition, when a pandemic occurs, students often

leave class or skip class, this can happen due to

inadequate infrastructure conditions or difficulties for

students to understand and access the material

described. Unlike students when they are in school,

students with disabilities receive individual attention

from trained professionals and are familiar with their

specific needs that parents may find difficult to

imitate at home. Such conditions will raise serious

concerns about the deterioration in skills and

functioning. So it will be a more difficult condition

for certain groups of students with physical and

mental disabilities to move from the school

environment to the home environment (Faden et al.,

2020). Explained that students with disabilities or

special needs need an environment that is adapted to

participate in activities or events that are routinely

and continuously the same environment (Bell, 2021).

Doing home learning students with low

attachment to school will have an impact on high

absenteeism in class so that it triggers the low

academic achievement of students during distance

learning (Kuhfeld et al., 2020). During the pandemic,

students with disabilities who have low academic

achievement will tend to invest less time in studying,

and vice versa where students with high academic

achievements will have a stable learning frequency

(Nusser, 2021). Continuing with these conditions,

home learning certainly requires assistance from

parents, because if this is not done, students with

disabilities will close the online class web page when

the internet network is inadequate or has difficulty

understanding lessons (Cherian, 2020). Closing the

web page if it is associated with student engagement

will show low engagement behavior in students.

Behavioral engagement on students refers to the

extent to which students are willing to be involved in

learning activities so that it can be reviewed by

looking at the level of student attendance, class

participation, students' efforts in the learning process,

intensity, and also the persistence of students. When

students close the web page due to low connections,

it already illustrates that students have low effort in

obtaining learning, so that there is a lack of student

involvement and participation during the learning

process.

Students with disabilities also tend to have low

learning activities during the pandemic, so this has an

impact on the decline in students' academic

achievement (Nusser, 2021). The low time spent on

learning activities indirectly describes the behavior of

engagement in students with disabilities. The

behavioral engagement has been described as related

to student involvement in learning activities so that it

can be reviewed by looking at the level of student

attendance, participation in class, student effort in the

learning process, intensity, and also persistence of

students. The low intensity of students with

disabilities illustrates that school closures during the

pandemic are also able to create a decrease in student

engagement. The condition of the low intensity of

time used for learning activities can be shown by the

way students with disabilities perform truant behavior

in class or home learning.

Skipping class behavior in students with

ICPsyche 2021 - International Conference on Psychological Studies

disabilities can be caused by a lack of assistance while

home learning so that when students do not

understand the use of computer and internet access

they will close the web page in online learning

(Cherian, 2020). Difficult situations in using

technology and the internet are a real form of

obstacles that will arise during the home learning

process during the pandemic. Constraints in using

electronic devices will certainly trigger the low

student engagement of students with disabilities

during home learning. So that in online learning for

students with disabilities, the need for technology or

electronic devices that are easily accessible by

students, one of the forms is by telephone (Page et al.,

2021). The use of the telephone for home learning can

be one solution because in these conditions it can

form a communication relationship between teachers

and students or with their friends. Then the

communication that is formed by telephone will make

students have an emotional attachment to the teacher

and also their friends. However, the use of the

telephone will be an obstacle for students who are

mute, so doing online learning and learning at home

requires strategies that are relevant to the conditions

of the disabled students themselves. But use the

telephone has difficulty explaining and the process of

transferring knowledge or material.

There may be many parents who feel that students

with disabilities seem comfortable at home, and feel

stressed when they have to go back to school.

However, students with disabilities during the

pandemic also need support from the people around

them, so that this can form high student engagement

in students. Student engagement in students can be

raised, one of which is when students have emotional

engagement both with teachers, the school

environment, or peers. So for students with

disabilities, relatively frequent communication with

peers is needed to maintain the emotional engagement

of students with disabilities during the pandemic

(Page et al., 2021). Student engagement in students

with disabilities can be positively influenced by

interactions between teachers and students (Bray et

al., 2021). This condition is caused by the teacher

while at school already accompanying students and

understanding the condition of students directly. In a

condition that requires students with disabilities to be

at home, they do not have the same learning

environment as at school, especially if it is done

online. So emotional engagement for students with

disabilities with teachers is needed to foster the desire

and attachment of students to keep learning even

though there is a pandemic that requires learning

online and from home.

Research conducted by Ummah & Arifin (2018)

in their observations found that students with

disabilities had lower learning outcomes compared to

their other friends. Tarnoto's research (2016) reveals

various factors that become obstacles in the process

of teaching and learning activities in inclusive

schools, including the lack of class assistant teachers

who understand the condition of students with

disabilities, each student with disabilities has

different problems and requires different handling,

Students with disabilities experience difficulty

following the subject matter, and the attitude of

students with disabilities who have not been able to

follow the rules so that it interferes with the teaching

and learning process. The next opportunity the

researcher observed was the behavior of students

during the learning process and it was found that the

students were not able to listen to the teacher's

explanation well. This raises the problem of the

inclusion of students in the aspect of cognitive

engagement. So that the findings in this study based

on the literature reviewed, it is known that school

closures and home learning during the COVID-19

pandemic have an impact on student engagement in

students with disabilities.

Based on the findings of this literature, it can be

seen that school closures and the implementation of

home learning provide benefits in the form of mental

health for students with disabilities. However, if

viewed from the education side, it will have an impact

on the low student engagement of students. The low

engagement of students with disabilities was also

reported by parents. Reports of parents of students

stated that their children during online learning at

home experienced low student engagement (Carver &

Rowe, 2021). The low behavior of student

engagement of students with disabilities is illustrated

by the flow behavior of student engagement by

closing the class web page when the connection is

unstable and also the appearance of skipping class

behavior. In line with student engagement where

students with disabilities also have low cognitive

engagement due to low achievement, learning

achievement, and student learning outcomes. This

decline occurred because students had barriers to

internet and technology access and low emotional and

behavior engagement among students. So from this

condition, to increase the engagement of students

with disabilities, it is possible to provide support from

teachers, parents, and peers.

Home Learning for Student with Disability in the Pandemic Situation

CONCLUSION

The COVID-19 pandemic that has spread throughout

the world has an impact on all aspects of life, one of

which is education. The learning process during the

pandemic is carried out online, where all students will

study at home by utilizing technology and the

internet. This condition gives rise to various kinds of

student conditions, such as decreased learning

motivation, student welfare, mental and physical

health, as well as a decrease in student interest in

learning in general. So in this paper, we write about

the impact on student engagement that students with

disabilities have during the pandemic. Based on this

objective, it was found that several journals stated that

home learning for students with disabilities causes the

behavior of students with disabilities to tend to skip

class if they cannot access web pages or do not get

proper support from parents. So the condition and

ability to access the internet and computer devices

becomes a challenge for students with disabilities

during learning at home. Student engagement in

students also began to decline due to low interaction

and emotional bonding between teachers and

students, or students and peers. However, some

conditions also state that learning at home will lead to

happy student conditions.

ACKNOWLEDGMENT

The authors want to thank to the Dean of the Faculty

of Psychology, Universitas Diponegoro for the

support.

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