Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2021-08-03 DOI:10.1177/10538151211037673

E. Steed, N. Phan, N. Leech, Renee Charlifue-Smith

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引用次数: 14

Abstract

This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.

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在美国新冠肺炎大流行的早期阶段为残疾幼儿提供远程服务

这项研究使用了一项全国分布的调查，探讨了在美国应对新冠肺炎疫情的最初几个月，教室幼儿工作人员如何为残疾幼儿及其家人提供远程服务。采用同时平等地位完全混合方法分析了221名参与者对封闭式和开放式调查问题的回答。调查结果表明，残疾儿童在学校停课期间接受了改良的特殊教育服务；大多数评论指出，幼儿工作人员转向为家庭提供远程辅导。其他评论提到了远程学习的一对一服务和住宿。工作人员介绍了远程服务的一些好处，例如改善了与家庭的伙伴关系。报告的主要挑战包括儿童得不到同等质量的服务和教育工作者的高压力。这些和其他研究结果讨论了新冠肺炎对向残疾幼儿及其家庭提供服务的影响。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.