602 - Transition to In-Person Learning During the COVID-19 Pandemic for Children with Developmental Disabilities

Poster Number: 602
Publication Number: 602.309

Maria Valicenti-McDermott, Rose F. Kennedy Center, Children's Evaluation and Rehabilitation Center; Montefiore Medical Center, Bronx, NY, United States; Erin Rivelis, Montefiore Medical Center, Bronx, NY, United States; Rosa m. Seijo, The Children's Hospital at Montefiore, New york, NY, United States; Merryl A. Schechtman, Albert Einstein College of Medicine, Bronx, NY, United States; Carla L. Bernstein, Pediatrics, Bronx, NY, United States; Marie-Joane Cardin, RFK/CERC at CHAM, Greenwich, CT, United States

Background: In 2020, due to the COVID-19 pandemic, K-12th education transitioned to remote learning(RL). By September 2021, most schools returned to in-person learning. We examined how families of children with developmental disabilities(DD) in an ethnically diverse population experienced RL and the transition to in-person education

Objective: 1)To examine the experience with RL during 2020/2021 educational year by families of children with DD who receive developmental care at an urban, university affiliated multidisciplinary center,2)To assess concerns and transition to in-person learning,3)To compare outcomes by demographics and DD

Design/Methods: Cross sectional structured interview of parents of all school age children who had a visit with a developmental pediatrician/psychologist at our Center from 10/18 to 11/5/2021. Information: demographics, DD, COVID-19 exposure, special education services and type of learning during 2020/2021, satisfaction with RL, how safe family felt sending child in person, impact of COVID-19 vaccine and behavioral concerns related to returning in-person to school. Statistics included chi square and t-test

Results: 50 families participated. Age of child:11±2 y.o, 70% boys, 60%English/Spanish households, 48% of parents completed≤HS. DD: 80%Language Impairment, 58%Attention Deficit Hyperactivity Disorder, 32%Autism, 34%Learning Disabilities, 10%Intellectual Disability; 21(42%) families had ≥1 family member sick with COVID-19. In 2020/2021, 38(76%) parents opted for full RL, 88% received special education services and 36% were satisfied with RL. Currently,45(90%) are going in person to school, 42(84%) families felt safe sending child in person, 41(82%) felt safer knowing that all school personnel are required to be vaccinated and 38(76%) would feel more comfortable if vaccines were required to attend school. Most children were happy to return to school in person, but 34% had increased behavioral problems: anxiety (28%),behavioral difficulties(24%) and sleep problems(8%). Families with lower level of education were less likely to receive special education services in 2020/2021 (76%vs.100% p=0.04). Bilingual English/Spanish families felt safer knowing that school personnel are required to be vaccinated against COVID-19 (86%vs.62% p=0.05). No other differences by other demographics or DDConclusion(s): In this urban ethnically diverse group of children with DD, most children seemed to transition well to in-person learning and most parents felt safe sending their children to school in-person. However, increased mental health problems were noted upon returning to in person learning