Impact of the COVID-19 Pandemic on Instructional Experiences of Students With Intellectual and Developmental Disability

• Published in: The Journal of special education Vol. 57; no. 3; pp. 162 - 170
• Main Authors: Root, Jenny R., Lindström, Esther R., Gilley, Deidre, Chen, Rui
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Access to Education; Autism Spectrum Disorders; Caregiver Attitudes; Caregivers; Children; COVID-19; Developmental Disabilities; Distance Education; Distance learning; Educational Experience; Educational programs; Elementary Secondary Education; Individual Characteristics; Individualized education programs; Individualized Instruction; Individualized Programs; Intellectual Disability; Multiple Disabilities; Pandemics; Parent Attitudes; School Role; Special education; Students with Disabilities; COVID-19; survey; caregiver; intellectual disability; autism
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/00224669231151914

Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic’s impact. We recruited caregivers of students with IDD to complete a survey of their children’s educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed.