Subject(s)
COVID-19 , Disabled Children , Noninvasive Ventilation/methods , Return to School , Tracheostomy/methods , COVID-19/epidemiology , COVID-19/prevention & control , Child , Child Health , Communicable Disease Control , Disabled Children/education , Disabled Children/psychology , Education, Distance , Humans , Interdisciplinary Communication , Personal Protective Equipment/supply & distribution , Preventive Health Services/methods , Return to School/methods , Return to School/organization & administration , Risk Assessment , SARS-CoV-2 , United Kingdom/epidemiologyABSTRACT
ABSTRACT: The transition to virtual and hybrid schooling given the COVID-19 pandemic in the United States has upended the education system and may be widening gaps in service disparities, particularly for children with disabilities. Schools often function as "de facto" service systems for most children with disabilities, particularly those from racially and ethnically minoritized, economically vulnerable, and bilingual populations. The impact of school closures on children with disabilities poses significant ramifications for the medical, behavioral health, and educational systems in which they are served, necessitating the need for pediatric clinicians to collaborate with schools in purposeful ways. This commentary (1) presents an overview of the current guidance for providing school-based services to children with disabilities during the COVID context with many schools operating in virtual or hybrid formats, (2) reviews potential service inequities exacerbated by school closures and lack of on-site services, and (3) offers recommendations for collaborating with school staff and community agencies in support of children and families with disabilities.
Subject(s)
COVID-19/epidemiology , Disabled Children/education , Interinstitutional Relations , Schools/organization & administration , Child , Education, Distance/methods , Education, Distance/organization & administration , Humans , United StatesABSTRACT
BACKGROUND: According to World Health Organization, the COVID-19 pandemic sweeps across the world inducing considerable fear, worry and concern in the population. AIMS: This study explores anxiety, meaning in life, self-efficacy and resilience in university students belonging to families with one or more members with SEND during the COVID-19 pandemic in Greece, the differences between participants and the regression coefficients. METHODS & PROCEDURES: Study population consisted of 61 participants, aged 20-58 years. A Self-report Questionnaire, the Spielberger State-Trait Anxiety Inventory, the Meaning in Life Questionnaire, the General Self-Efficacy Scale, the Resilience Scale and the Brief Resilience Scale were used for data collection. OUTCOMES & RESULTS: Participants presented higher levels of anxiety, meaning in life (presence), general self-efficacy and resilience (than average scale). Parents had higher values than university students in state anxiety, state-trait anxiety (total), meaning in life (presence) and resilience. Individuals with higher levels of resilience and meaning in life had lower anxiety levels. A significant correlation was observed for the regression coefficients according to pathway analysis. CONCLUSIONS AND IMPLICATIONS: Families having members with SEND, although experiencing difficult situations and anxiety due to the unprecedented conditions of the pandemic, activate mechanisms, such as self-efficacy, meaning in life and resilience, to maintain their balance and mental health.