دورية أكاديمية
COVID-19 Related Facilitators and Barriers to In-Person Learning for Children with Intellectual and Development Disabilities: A Follow-Up
| العنوان: | COVID-19 Related Facilitators and Barriers to In-Person Learning for Children with Intellectual and Development Disabilities: A Follow-Up |
|---|---|
| اللغة: | English |
| المؤلفون: | Liz E. Vestal (ORCID |
| المصدر: | Journal of School Health. 2024 94(2):105-116. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) |
| Contract Number: | P50HD10352501S1 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, COVID-19, Pandemics, Screening Tests, School Personnel, Attitudes, Parent Attitudes, Program Effectiveness, In Person Learning, Barriers, Immunization Programs, Health Promotion |
| DOI: | 10.1111/josh.13404 |
| تدمد: | 0022-4391 1746-1561 |
| مستخلص: | Background: Students with intellectual and developmental disabilities (IDD) and the staff who support them were largely in-person during the 2021-2022 school year, despite their continued vulnerability to infection with SARS-CoV-2. This qualitative study aimed to understand continued perceptions of weekly SARS-CoV-2 screening testing of students and staff amidst increased availability of vaccinations. Methods: Twenty-three focus groups were held with school staff and parents of children with IDD to examine the perceptions of COVID-19 during the 2021-2022 school year. Responses were analyzed using a directed thematic content analysis approach. Results: Four principal themes were identified: strengths and opportunities of school- and district-level mitigation policies; experience at school with the return to in-person learning; facilitators and barriers to participation in SARS-CoV-2 screening testing; and perceptions of SARS-CoV-2 testing in light of vaccine availability. Implications for School Health Policy, Practice, and Equity: Despite the increased availability of vaccines, school staff and families agreed that saliva-based SARS-CoV-2 screening testing helped increase comfort with in-person learning as long as the virus was present in the community. Conclusion: To keep children with IDD in school during the pandemic, families found SARS-CoV-2 screening testing important. Clearly communicating school policies and mitigation strategies facilitated peace of mind and confidence in the school district. [This article was written for the COMPASS-T Study Group.] |
| Abstractor: | As Provided |
| ملاحظات: | http://clinicaltrials.gov |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1405736 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0022-4391 1746-1561 |
|---|---|
| DOI: | 10.1111/josh.13404 |