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The Impact of the COVID-19 Pandemic on Children With Special Needs: A Descriptive Study
Ayse Mete Yesil1, Buse Sencan1, Emel Omercioglu1
1Division of Developmental Pediatrics, Department of Pediatrics, Hacettepe University Faculty of Medicine, Ankara, Turkey.
Insights
The COVID-19 pandemic disrupted daily routines for children with special needs, leading to decreased activities and developmental regression in some. Support for developmental needs is crucial alongside physical health measures.
Area of Science:
- Pediatrics
- Developmental Psychology
- Special Education
Background:
- The COVID-19 crisis presented unique challenges for children with special needs, impacting their routines and development.
- Understanding the specific emotional and behavioral challenges faced by this vulnerable population during the pandemic is essential.
Purpose of the Study:
- To evaluate the emotional and behavioral challenges experienced by children with special needs during the COVID-19 pandemic.
- To assess the impact of the pandemic on the daily routines, activities, and developmental progress of these children.
Main Methods:
- A study involving 116 children aged 4 to 6 years receiving special education.
- Evaluation of emotional and behavioral challenges, daily routines, activity durations, screen time, and developmental regression.
- Data collected from families regarding the pandemic's effect on their children's lives and education.
Main Results:
- 94.6% of families reported negative effects from COVID-19, with 76.5% experiencing worsened daily routines for their children.
- While family interaction time increased, durations for reading, play, and overall activities decreased; median screen time doubled.
- 18.8% of children showed developmental regression, with a notable difference in continuing home-based special education between regressed and non-regressed groups.
Conclusions:
- The COVID-19 pandemic significantly impacted children with special needs, affecting their routines, activities, and development.
- Developmental regression was observed in a subset of children, linked to the cessation of home-based special education.
- Comprehensive support for the developmental needs of children with special needs is critical during health crises.
Abstract:
Amid the COVID-19 crisis, children with special needs may have challenges. To determine emotional and behavioral challenges, 116 children aged 4 to 6 years, who received special education, were evaluated. COVID-19 negatively affected the families at a rate of 94.6%; 76.5% of the children's daily routines were worsened. Although the one-on-one time duration with the mother and father increased (73.5% and 66.7%), reading books (40.6%), play (17.2%), and overall activity durations (25.7%) decreased. The median screen time increased from 1 to 3 hours. According to the families, there was a regression in development in 18.8% of children. Special education practices at home were ceased by 17.2% of families, and a significant difference was found between the groups with and without regression in development in terms of the frequency of continuing special education at home. The development of children with special needs is an ongoing urgent situation; thus, besides protecting and promoting physical health during the pandemic, families and children should also be supported for developmental needs.
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