Impact of the COVID-19 Pandemic on Instructional Experiences of Students with Intellectual and Developmental Disability

Autor/inn/en	Root, Jenny R.; Lindström, Esther R.; Gilley, Deidre; Chen, Rui
Titel	Impact of the COVID-19 Pandemic on Instructional Experiences of Students with Intellectual and Developmental Disability
Quelle	In: Journal of Special Education, 57 (2023) 3, S.162-170 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Root, Jenny R.) ORCID (Lindström, Esther R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669231151914
Schlagwörter	COVID-19; Pandemics; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Distance Education; Access to Education; Caregiver Attitudes; Parent Attitudes; Autism Spectrum Disorders; Individual Characteristics; Elementary Secondary Education; School Role; Multiple Disabilities + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Elternverhalten; Autism; Autismus; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Multiple disability; Mehrfachbehinderung
Abstract	Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic's impact. We recruited caregivers of students with IDD to complete a survey of their children's educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01