Division of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA; Department of Psychiatry & Behavioral Sciences, And Department of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA.
Curr Opin Psychol. 2023 Aug;52:101635. doi: 10.1016/j.copsyc.2023.101635. Epub 2023 Jun 17.
This review of research conducted between March 2020-April 2023 summarizes the impact of COVID-19 on the learning and school experiences of children and adolescents with special educational needs and dis/abilities (SENDs) including youth with neurodevelopmental disorders, learning differences, intellectual, developmental, and other disabilities. This research highlights the far-reaching consequences of COVID-19, with the most detrimental effects experienced by students of color, those from under-resourced communities, and those with multiple marginalized identities, whose struggles with systemic inequities have been amplified by the pandemic. To date, most studies have been cross-sectional and utilized qualitative methods. Future research should examine long-term impacts and ways to promote growth in learning and social-emotional functioning among students with SENDs.
本研究回顾了 2020 年 3 月至 2023 年 4 月期间进行的研究，总结了 COVID-19 对有特殊教育需求和障碍（SEND）的儿童和青少年，包括神经发育障碍、学习差异、智力、发育和其他残疾青年的学习和学校经历的影响。这项研究强调了 COVID-19 的深远影响，受影响最大的是有色人种学生、资源匮乏社区的学生和具有多种边缘化身份的学生，他们在疫情期间因制度不平等而遭受的困境被放大了。迄今为止，大多数研究都是横断面的，并采用了定性方法。未来的研究应该检查长期影响以及促进有特殊教育需求的学生在学习和社会情感功能方面成长的方法。
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