Supporting Young Children with Disabilities during the COVID-19 Pandemic: Evidence from Caregivers in Virginia

Autor/inn/en	Shapiro, Anna; Bassok, Daphna
Titel	Supporting Young Children with Disabilities during the COVID-19 Pandemic: Evidence from Caregivers in Virginia
Quelle	In: AERA Open, 8 (2022) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shapiro, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Children; Caregiver Attitudes; Parent Attitudes; Stress Variables; Child Development; Disabilities; Students with Disabilities; Access to Education; COVID-19; Pandemics; Barriers; Well Being; Mental Health; Anxiety; Child Care Centers; Preschool Education; Individual Characteristics; Electronic Learning; In Person Learning; Child Behavior; Academic Ability; Interpersonal Competence; Virginia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Kindesentwicklung; Handicap; Behinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Well-being; Wellness; Wohlbefinden; Psychohygiene; Angst; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kompetenz
Abstract	Early care and education (ECE) experiences shape children's developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilities have faced considerable challenges finding care for their children, which have increased during the COVID-19 pandemic. Using survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021, we find that caregivers of children with disabilities were less likely to find ECE programs that met their needs, more likely to experience high levels of stress, and more likely to be concerned about their children's development than were caregivers of children without disabilities. Concerns about child development were particularly pronounced among caregivers of children with disabilities in remote instructional settings. Our findings suggest a disproportionate impact of ECE disruption on caregivers of children with disabilities and the need for targeted supports for these caregivers moving forward. [Note: The correct volume number is 8, and the correct issue number is 1.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01