583 - Impact of COVID-19 pandemic on children with Individualized Education Programs

Poster Number: 583
Publication Number: 583.308

Catherine Y. Luo, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States; Anna Volerman, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States; Monica E. Kowalczyk, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States

Background: The COVID-19 pandemic altered the learning environment for children nationwide, especially those with disabilities receiving school-based services through Individualized Education Programs (IEP). Despite mandates to continue IEPs, reports of interrupted services raise concerns about the impact on children with disabilities.

Objective: To understand experiences of families of children with IEPs during the pandemic and to identify facilitators and barriers to engagement and attainment of IEP goals.

Design/Methods: A mixed-methods study was conducted with English-speaking parents/guardians of prekindergarten to 8th grade children with IEPs in July-August 2021. Participants were recruited from a Developmental and Behavioral Pediatrics clinic in one urban academic medical center. Participants completed surveys and semi-structured interviews on experiences during and impact of the COVID-19 pandemic. Descriptive analysis was performed on survey responses. Thematic analysis was used to code interviews and identify themes. Results were shared with and corroborated by experts in developmental/behavioral pediatrics and special education.

Results: Overall, 24 parents/guardians completed surveys and 15 further completed interviews. Mean age of children (n=27) was 7 years (SD=2.04). Children were largely from minority racial/ethnic groups (30% Black, 26% >1 race, 22% White, 14% Hispanic/Latino, 7% Asian). Majority attended public school (78%). Half of parents/guardians reported annual household income < $50,000. The most common disabilities were autism (52%), ADHD (37%), and speech/language impairment (33%), while majority had more than one disability (59%). The most common IEP services were speech/language therapy (89%) and physical/occupational therapy (70%). All children participated in remote learning during the pandemic. Five themes emerged about experiences during the pandemic: disruption of routines and associated adaptations, barriers to remote learning, interruption of IEP services, support for children and families, and challenges with technology. Three themes emerged regarding the impact of the pandemic: negative impact on children’s development and health, negative impact on parents/guardians’ mental health, and stress on parent-child relationships.Conclusion(s): During the COVID-19 pandemic, majority of children with IEPs experienced disruptions to routines and services for learning and development, requiring parents/guardians to take on additional responsibilities. Changes to the learning environment were associated with overall negative experiences and impacts on families and children with IEPs.
Themes and subthemes reported by parents/guardians