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

Area of Science:

• Pediatrics
• Special Education
• Public Health

Background:

• The COVID-19 pandemic necessitated a rapid shift to remote learning for K-12 students in New York City.
• Children with developmental disabilities often require specialized support and structured environments for effective education.

Purpose of the Study:

• To explore the experiences of families with children developmental disabilities during the initial transition to remote learning.
• To identify challenges and barriers faced by these families in accessing remote education and therapeutic services.

Main Methods:

• A structured interview was conducted with 50 families of children with developmental disabilities.
• Interviews occurred approximately two months after the initial COVID-19 lockdown.

Main Results:

• Families facing language barriers, lower education levels, or being foreign-born experienced significant challenges setting up remote learning.
• Remote learning resulted in gaps in crucial therapeutic services for children with developmental disabilities.
• Children with more severe disabilities engaged in less than two hours of daily remote learning and received fewer therapeutic services.
• Eighty percent of children relied heavily on parental support for their education.
• Technology access emerged as a significant barrier, particularly for low-income, non-English speaking households.

Conclusions:

• The transition to remote learning exacerbated existing inequities for children with developmental disabilities.
• Urgent interventions are needed to address technology access and ensure continuity of therapeutic services for vulnerable student populations.
• Future remote learning strategies must be inclusive and provide adequate support for diverse family needs.