RFK Children's Evaluation and Rehabilitation Center- Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, NY, USA.
J Child Neurol. 2022 Jan;37(1):50-55. doi: 10.1177/08830738211040296. Epub 2021 Oct 10.
Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.
由于 COVID-19 大流行，纽约市的 K-12 教育迅速转向远程学习。我们对 50 个连续的有发育障碍儿童的家庭进行了一项结构化访谈，了解他们在 COVID-19 封锁后 2 个月远程学习的体验。我们观察到，对于那些出生在美国境外、英语水平有限或教育程度较低的家庭来说，建立远程学习系统具有挑战性。虽然有一些特殊教育支持，但远程学习为发育障碍儿童提供的治疗服务存在差距。发育障碍较严重的儿童每天参加的远程学习时间不足 2 小时，治疗服务也有所减少。大多数儿童（80%）依靠父母接受教育。此外，对于讲英语以外语言的低收入社区家庭来说，远程学习揭示了获取教育的一个新障碍：技术。
