Influence of COVID-19 pandemic lockdown on a sample of Egyptian children with Down syndrome

Abstract

Background Down syndrome (DS) is characterized by variable degrees of intellectual disability (ID). The coronavirus disease-2019 (COVID-19) lockdown prevented children with DS from reaching their rehabilitation facilities. This could have led to deterioration of their abilities and mental health hazards. The aim of this cohort study was to investigate frequency of COVID-19, the influence of COVID-19 pandemic on health, and some abilities of children with DS, and to explore factors that could have governed receiving home-based training during the lockdown. A survey of 150 individuals with Down syndrome was answered by their caregivers. Additionally, 135 participants were subjected to assessment of cognitive, language, and motor abilities using Portage program. They were divided into 2 groups: group I who received online therapy sessions during the lockdown and group II who did not receive sessions. Logistic regression was used to determine the factors which influenced getting home-based training. Results The percentage of COVID-19 cases was 3.3%. All evaluated abilities were reduced despite receiving online sessions particularly language performance (P < 0.001). Male gender, having severe ID and low parental education were among the factors which encouraged parents to get virtual training. Conclusion COVID-19 pandemic had a negative impact on the abilities of DS children even those who got rehabilitation sessions. Their dependence on social interaction could have limited the benefit of virtual sessions. Factors that influence a parent’s decision to get home-based training should be monitored and targeted in order to overcome obstacles or concepts that may prevent families from enduring home-based intervention.

A scoping review of the impacts of COVID-19 physical distancing measures on vulnerable population groups

“…When schools close during the pandemic, the lack of necessary technologies (e.g., braille readers) and services (e.g., help and support from special education teachers) at home may lead to their experiencing difficulties in participating in remote learning 39 . Studies from Egypt and India have reported that remote learning poses challenges to the caregivers of children who are intellectually challenged, as these children's attention span, impulsivity, mood swings and hyperactivity worsen post-lockdown, thus reducing their performance [149][150][151][152] . By and large, it is found to be challenging to provide remote learning to students with disabilities because the services and the number of specialised instruction hours may differ for each student 153 .…”

“…• Egypt, and India: remote learning posed a challenge for children who are intellectually challenged (e.g., worsened attention span, and hyperactivity) [149][150][151][152] .…”

Operation of Special Schools for Pupils in Grades 4–8 with Moderate and Severe Intellectual and Multiple Disabilities During The Covid-19 Pandemic in Poland

“…This is in line with what the other authors found. According to Daniels et al (2020) and Meguid et al (2022), direct contact between pupils and their teachers, is fundamental to the educational and therapeutic process and its outcomes, and could not be efficiently replaced by remote learning. This is because pupils more often require stimulation, arousal of their intrinsic motivation by the teacher as well as a variety of prompts, the use of visual, polysensory materials necessary for direct cognition.…”

“…Another factor adversely affecting the effectiveness of classes was the lack of direct contact with the teacher and therapist. Meguid et al (2022) showed that the COVID-19 pandemic had a negative impact on the abilities of children with Down's syndrome, even those who benefited from rehabilitation sessions. Their dependence on social interaction may have limited the benefits of virtual sessions.…”