Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States

Steed, Elizabeth A.; Phan, Ngoc; Leech, Nancy L.; Charlifue-Smith, Renee

doi:10.1177/10538151211037673

Cited by 25 publications

(44 citation statements)

References 25 publications

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“…Results from their survey indicated that most special education teachers rated all these components to be somewhat effective or effective and their qualitative descriptions showed that many teachers found the use of remote platforms useful for writing, scheduling, and conducting IEP meetings. There is also evidence to suggest that many school districts found remote IEP meetings to be preferable to in‐person meetings, as remote meetings are more accessible to parents who may have barriers to attending in‐person meetings due to work, transportation, and other challenges (Steed et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…While some educators reported virtual meetings to be effective (Steed et al, 2021 ), many special education teachers and school psychologists reported challenges on delivering remote assessments (Hass & Leung, 2021 ; Jenkins & Walker, 2021 ). Given that many standardized assessments have not been validated for virtual use (Hass & Leung, 2021 ; Farmer et al, 2021 ), it is likely that many school professionals relied more heavily on assessments that can be conducted virtually.…”

Section: Discussionmentioning

confidence: 99%

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Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

Womack

Monteiro

2022

Psychology in the Schools

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Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

Womack

Monteiro

2022

Psychology in the Schools

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“…The WHO (2020b) recommended that schools and other educational facilities take appropriate action to ensure that students with disabilities receive further education at home. This scoping review analyzed two research papers (Simó-Pinatella et al, 2021;Steed et al, 2021), two conceptual papers (Frederick et al, 2020;Tremmel et al, 2020), and three pieces of grey literature (Hill, 2020;Kalgotra, 2021;Redenius, 2021) for generating knowledge on special education strategies during the Covid-19 pandemic. Frederick et al (2020) developed the Distance Support Model for special education, providing certified behavior analyst supervision and parent support.…”

Section: Special Educationmentioning

confidence: 99%

“…A national-level mixed-method study in the USA revealed that the method for remote delivery of services to CSNs is coaching families by shifting school goals to home goals and creating distance learning plans (Steed et al, 2021). Realizing that instructing their students from afar is impossible, teachers were teaching parents to teach (Hill, 2020).…”

Section: Special Educationmentioning

confidence: 99%

A Scoping Review of Formal Care to Children with Special Needs during the Covid-19 Pandemic

Latha

2022

IJSE

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The Covid-19 pandemic caused an unprecedented closure of direct service for children with special needs (CSNs), which shifted service to remote mode. This scoping review analyzed the strategies adopted by different formal care services for CSNs, their strengths and weaknesses, and the challenges faced by the formal care providers (FCPs). This study identified relevant articles through academic databases and Google searches using appropriate search strings and keywords. It included ten journal articles (n=10) and eight pieces (n=8) of grey literature through a meticulous selection process and extracted data. This review drew results by collating the descriptive numerical data analysis and qualitative thematic analysis and interpreting them. Reporting incorporated all the possible items recommended by the PRISMA-ScR guidelines. This review demonstrated that pediatric rehabilitation adopted the telehealth approach and that special education changed to remote learning. When childcare programs in the USA functioned according to specific guidelines, residential care in South Asian countries faced a financial crunch. FCPs faced personal and professional challenges that required systematic training to deal with pandemic situations. This scoping review made suggestions for relevant policy formulations for equitable and effective service delivery to CSNs during pandemic situations, and it exposed new avenues for research.

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“…This could lead to the assumption that specialised education settings might have been less affected by these challenges as they already possessed more appropriate resources for these children pre-pandemic. Other studies have referred to the challenges of adapting to online teaching, the lack of preparedness of staff and the need to think about the future for faster adaptiveness to changes in teaching methods (Greenway and Eaton-Thomas, 2020;Steed et al, 2021). However, scarce evidence is available on how these settings have dealt with the challenges posed by COVID-19, with extant studies being small-scale in nature (e.g., Crane et al, 2021;Lukkari, 2021;Middleton and Kay, 2021;Sayman and Cornell, 2021).…”

mentioning

confidence: 99%

“Lost All Hope in Government”: Learned Helplessness of Professionals Working in Specialised Education Settings in England During COVID-19

Mahmud

Castro-Kemp

2022

Front. Educ.

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COVID-19 has had substantial impact on children’s educational experiences, with schools and educators facing numerous challenges in adapting to the new reality of distance learning and/or social distancing. However, previous literature mostly focuses on the experiences of families [including families of children with special educational needs and disabilities (SEND)] and those of teachers, predominantly working in mainstream settings. This article aims to gauge the perspectives of educators working in specialised education settings that serve children with SEND in England on how they experienced working in those settings during the pandemic, including in during lockdown. A mixed (qualitative and quantitative) online survey was responded to by 93 educators. Responses denote emotionally charged views and a sense of learned helplessness. Most special schools were unable to implement social distancing measures in full or provide adequate protective equipment. The main challenges the respondents mentioned included lack of guidance from Governmental authorities, staff shortages, work overload, challenging relationship with parents and issues in meeting children’s complex needs. Professionals working for less than 3 years in a special school were more likely to say they would change jobs if they could, when compared to professionals with more years of experience. No effects of demographic characteristics were found in relation to professionals’ ratings of their own wellbeing during lockdown. Findings are discussed in light of the concept of learned helplessness and suggest that there is a need to reform provision in special schools in England to foster its sustainability and positive outcomes for children.

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Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States

Cited by 25 publications

References 25 publications

Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

A Scoping Review of Formal Care to Children with Special Needs during the Covid-19 Pandemic

“Lost All Hope in Government”: Learned Helplessness of Professionals Working in Specialised Education Settings in England During COVID-19

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