Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We obser...

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Bibliographic Details
Published in:Journal of child neurology 2022-01, Vol.37 (1), p.50-55
Main Authors: Valicenti-McDermott, Maria, O’Neil, Molly, Morales-Lara, Amy, Seijo, Rosa, Fried, Tammy, Shulman, Lisa
Format: Article
Language:English
Subjects:
Adolescent
Child
Communicable Disease Control
COVID-19
Cross-Sectional Studies
Developmental Disabilities
Female
Humans
Male
Pandemics
Surveys and Questionnaires
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Summary:Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.
ISSN:0883-0738
1708-8283
DOI:10.1177/08830738211040296