Including Children with Developmental Disabilities in the Equation During this COVID-19 Pandemic

Abstract

Amidst the ongoing novel Coronavirus disease pandemic, children with developmental disabilities warrant specific attention to minimise having disproportionate consequences. These children are especially vulnerable to the effects of the pandemic due to (1) Greater healthcare needs, (2) Dependency on community-based services and (3) Mental health concerns. Healthcare professionals, public health systems and the society needs to come together to advocate for these children by optimising access to healthcare and community intervention services, promoting mental well-being and caregiver welfare. The consequences of missed present-day opportunities might only be evident in the years to come in these children. Hence, despite the prolonged pandemic, with consequent limitations in availability of resources, children with developmental disabilities should continue to be supported.

A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland

“…These results highlight children's mental and emotional vulnerability during this pandemic, especially those with developmental disabilities. Previous research shows that these children are at increased risk as the pandemic dissipates and that they require specific interventions to minimise having disproportionate consequences on their psychosocial and emotional wellbeing [41]. The outcomes of this research support this and indicate in the relatively small sample of families with a child with ASD; they required support to reinstate routine and support a transition back to pre-COVID times.…”

‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic

“…However, only a small number of teachers (three in total) made reference to the role of play in supporting the wellbeing of children with additional needs. This was surprising given that seventy-two respondents were working within special education, and that emerging research highlights the need to support children with additional needs during the pandemic who may be more sensitive to its adverse effects (Aishworiya and Kang 2020;den Houting 2020;Zhang et al 2020). Our findings support other studies which emphasise a need for rigorous research on play as an educational strategy for children with additional needs (Lifter et al 2011;Macintyre 2010) and highlight a need for research on play opportunities in the education of young children with additional needs during the pandemic.…”

“…Schools are very much at the frontline in offering emotional support to children during times of crisis (Mutch 2015;Skovdal and Campbell 2015;Peek et al 2018). Emerging research highlights increased levels of social isolation, loneliness and anxiety among children during the pandemic (Loades et al 2020;Orgiles et al 2020;UNESCO 2020c) as well as a potentially detrimental impact of the pandemic on the social and emotional wellbeing of children with additional needs (Colizzi et al 2020;Eshraghi et al 2020;Patel 2020) who may be more sensitive to its adverse effects (Aishworiya and Kang 2020;den Houting 2020;Zhang et al 2020). As a result, schools will likely play a fundamental role in supporting all children as countries attempt to tackle the repercussions of this pandemic on children (UNESCO 2020d).…”

Perceptions, emotional reactions and needs of adolescent psychiatric inpatients during the COVID-19 pandemic: A qualitative analysis of in-depth interviews

“…Therefore, clinicians and researchers should take into consideration and evaluate the type, extent, and consequences of children's and adolescents' emotional and behavioral responses. Moreover, children and adolescents with pre-existing severe mental health problems belong to a high-risk group for worse outcomes not least because of disrupted access to mental health services and impairment of the ability for adaptive coping and emotion regulation [15,[20][21][22].…”