Angela J. Fawcett, Editor-in-Chief
It is a very great pleasure to publish this issue of the Asian Pacific Journal of Developmental Differences, now in its 8th year of publication, which is published by the Dyslexia Association of Singapore. The response to the previous issues continues to be extremely gratifying, and we maintain these high standards in this issue and forthcoming issues. We are grateful for the support of the academics and professionals involved in resolving any issues arising, and ensuring our journal maintains high professional and ethical standards.
In this issue, we highlight some of the issues arising from the COVID pandemic, which has impacted so severely worldwide, not just in terms of the mounting death toll, but also in terms of the many restrictions within our societies. This has meant that many children have been home schooled or have engaged in remote schooling. In the first article in this issue, a case study analysis of the impact of Home-based learning on dyslexic children was undertaken, including children from primary and secondary schools in Singapore, by Tay Hui Yong and Siti Asjamiah bte Asmuri. The findings, on interviewing both children and their mothers, indicated that many dyslexic children struggled with the demands of typing for example, and with a system that necessarily had been set up at short notice without enough capacity to accommodate the needs of children with special needs. It is clear that key components here are the support of families in ensuring the ongoing emotional well-being of all children in these difficult circumstances. In the second article here, by Sui, with comprehensive analysis in a large-scale study examined the factors affecting parental efficacy, a key component of success for these children with a range of special needs. Although not addressed specifically to the pandemic, there are a number of clear lessons to be learnt. This article revealed that for this Hong Kong based study, the impact of ASD and ADHD was greater in terms of parental stress than other learning difficulties, with important factors including economic and environmental access to support. A need for more widespread social and community support was identified as a vital step forward to ensure more positive outcomes.