COVID-19-Related Facilitators and Barriers to In-Person Learning for Children with Intellectual and Development Disabilities

Autor/inn/en	Vestal, Liz E.; Schmidt, Ann M.; Dougherty, Nikole L.; Sherby, Michael R.; Newland, Jason G.; Mueller, Nancy B.
Titel	COVID-19-Related Facilitators and Barriers to In-Person Learning for Children with Intellectual and Development Disabilities
Quelle	In: Journal of School Health, 93 (2023) 3, S.176-185 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vestal, Liz E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13262
Schlagwörter	COVID-19; Pandemics; Barriers; In Person Learning; Children; Developmental Disabilities; Screening Tests; Risk; Special Needs Students; Students with Disabilities + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Entwicklungsstörung; Screening-Verfahren; Risiko; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Background: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. Methods: Thirty-one focus groups were held with school staff and parents of children with IDD to examine the perceptions of COVID-19 during the 2020-2021 school year. Responses were analyzed using a directed thematic content analysis approach. Results: Five principal themes were identified: risks of returning to in-person learning; facilitators and barriers to participation in SARS-CoV-2 screening testing; messaging strategies; and preferred messengers. Implications for School Health Policy, Practice, and Equity: Staff and families agreed that saliva-based SARS-CoV-2 screening testing helps increase comfort with in-person learning. Screening testing increased family and school staff comfort with in-person learning particularly because many students with special needs cannot adhere to public health guidelines. Conclusion: To keep children with IDD in school during the pandemic, families found SARS-CoV-2 screening testing important, particularly for students that cannot adhere to mitigation guidelines. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01