Frontiers in rehabilitation sciences · 2022
Reduction in school individualized education program (IEP) services during the COVID-19 pandemic.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
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Chen Belinda, Rasmussen Patrick, Legg Mallory, Alexander Nicole, Vedmurthy Pooja, Asiedu Akua, Bay Mihee, Belcher Harolyn, Burton Vera Joanna, Conlon Charles, Fine Amena, Gill Ryan, Lance Eboni I, Lipkin Paul, Wong Joyce, Wilms Floet Anna Maria, Doerrer Sarah C, Glattfelder Jennifer, Kordek Amy, Pertman Julie, Murray Rachel, Zabel T Andrew, Comi Anne M, Leppert Mary L
Аннотация
PURPOSE: The COVID-19 pandemic created novel challenges for school systems and students, particularly students with disabilities. In the shift to remote/distance learning, this report explores the degree to which children with disabilities did not receive the special education and related services defined in their individualized education program (IEP).
METHODS: Patients attending an outpatient tertiary care center for neurodevelopmental disabilities in Maryland were surveyed on the impact of the pandemic on educational services provision.
RESULTS: Nearly half (46%) of respondents qualified for special education and related services through an IEP before the start of the COVID-19 pandemic. Among those with IEPs, 48% attested to reduced frequency and/or duration of special education and/or related services during the pandemic. The reduction was greatest in occupational therapy services (47%), followed physical therapy services (46%), and special education services (34%).
CONCLUSION: This survey of children with disabilities observes a substantial reduction in IEP services reported in their completed surveys. To address the observed reduction in IEP services, we sought additional education for clinicians on the rights of students with disabilities in anticipation of students' re-entry to the classroom. A special education law attorney provided an instructional session on compensatory education and recovery services to prepare clinicians to properly inform parents about their rights and advocate for patients with unmet IEP services during the pandemic.
METHODS: Patients attending an outpatient tertiary care center for neurodevelopmental disabilities in Maryland were surveyed on the impact of the pandemic on educational services provision.
RESULTS: Nearly half (46%) of respondents qualified for special education and related services through an IEP before the start of the COVID-19 pandemic. Among those with IEPs, 48% attested to reduced frequency and/or duration of special education and/or related services during the pandemic. The reduction was greatest in occupational therapy services (47%), followed physical therapy services (46%), and special education services (34%).
CONCLUSION: This survey of children with disabilities observes a substantial reduction in IEP services reported in their completed surveys. To address the observed reduction in IEP services, we sought additional education for clinicians on the rights of students with disabilities in anticipation of students' re-entry to the classroom. A special education law attorney provided an instructional session on compensatory education and recovery services to prepare clinicians to properly inform parents about their rights and advocate for patients with unmet IEP services during the pandemic.