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AUTHOR(S) Saijun Huang; Tao Sun; Yanna Zhu (et al.)
AUTHOR(S) Verónica Schiariti; Robin A. McWilliam
AUTHOR(S) Saeed Ariapooran; Mehdi Khezeli
AUTHOR(S) Nicola Theis; Natalie Campbell; Julie De Leeuw (et al.)
AUTHOR(S) Anne Masi; Antonio Mendoza Diaz; Lucy Tully (et al.)
AUTHOR(S) Sarah Bompard; Tommaso Liuzzi; Susanna Staccioli
AUTHOR(S) Femke Bannink Mbazzi; Ruth Nalugya; Elizabeth Kawesa (et al.)
This paper reports a study with families of children with disabilities in Uganda during the Coronavirus pandemic in 2020, known as COVID-19. Families of children with disabilities in Uganda are well informed about COVID-19 and try to follow prevention measures. Families of children with disabilities have difficulties meeting daily basic needs as they were unable to work and had no income during the COVID-19 related lock down. The COVID-19 response affects access to health and rehabilitation services for children with disabilities in Uganda. Parents of children with disabilities struggle with home education and learning due to lack of access to accessible learning materials and learning support in Uganda. The COVID-19 response affects the peer support networks and social support for parents of children with disabilities in Uganda. Children with disabilities and their families should be involved and considered in the development and implementation of the COVID-19 response.
AUTHOR(S) Stefania Maria Bova; Martina Basso; Marta Francesca Bianchi (et al.)
The costs and benefits of full lockdown measures are debated. Neurologically impaired children are a vulnerable population with specific needs in terms of protection against infection and access to health services. This study investigated the effects of lockdown on the health of children with neurological disorders and on their access to care during lockdown.
AUTHOR(S) Sui-Qing Chen; Shu-Dan Chen; Xing-Kai Li (et al.)
AUTHOR(S) Kaitlin Stack Whitney; Kristoffer Whitney
The COVID-19 crisis has revealed and deepened existing language and media gaps for deaf children. There was already an ongoing crisis for deaf children in the US: language deprivation. Language deprivation is caused by a lack of access to natural language during the critical period for language development, generally age 0–5 years. The COVID-19 pandemic is now intersecting with and amplifying language gaps for deaf children in the US. For kids whose school has moved online, the majority living with non-signing families are spending more time isolated at home. In virtual schooling, deaf children are using tools not built for them.
AUTHOR(S) Sophie Yates; Helen Dickinson; Catherine Smith
Individualized funding schemes are designed to offer people with disability greater choice and control over the services they receive. This research reports on a survey of over 700 families to explore how Australia's National Disability Insurance Scheme (NDIS) supported children and young people and their families to learn remotely during COVID‐19. NDIS funding to support education during the first COVID‐19 lockdown period forms an important case study of the flexibility of individualized funding schemes.
AUTHOR(S) Joline E. Brandenburg; Lainie K. Holman; Susan D. Apkon (et al.)
AUTHOR(S) Pratiksha Tilak Rao
AUTHOR(S) Michael B. Cahapay
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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COVID-19 & Children: Rapid Research Response
