Covid ‐19‐Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
Bibliographic Data
BACKGROUND: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. METHODS: Thirty-one focus groups were held with school staff and parents of children with IDD to examine the perceptions of COVID-19 during the 2020-2021 school year. Responses were analyzed using a directed thematic content analysis approach. RESULTS: Five principal themes were identified: risks of returning to in-person learning; facilitators and barriers to participation in SARS-CoV-2 screening testing; messaging strategies; and preferred messengers. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Staff and families agreed that saliva-based SARS-CoV-2 screening testing helps increase comfort with in-person learning. Screening testing increased family and school staff comfort with in-person learning particularly because many students with special needs cannot adhere to public health guidelines. CONCLUSION: To keep children with IDD in school during the pandemic, families found SARS-CoV-2 screening testing important, particularly for students that cannot adhere to mitigation guidelines.
Coronavirus disease 2019 (COVID-19) · Focus group · Infectious disease (medical specialty) · Intellectual disability · Medical education · Pandemic · Psychiatry · Qualitative research · Thematic analysis · Cerebral Palsy and Movement Disorders · COVID-19 and Mental Health · Down syndrome and intellectual disability research · Medicine · Psychology
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| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |