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AUTHOR(S) Sahin Akdag; Zehra Altinay
AUTHOR(S) Mary K. (Molly) Colvin; Jennifer Reesman; Tannahill Glen (et al.)
The coronavirus 19 (COVID-19) pandemic resulted in educational disruption of historic breadth and duration. The authors describe early studies and interim standardized assessment reports to highlight effects of educational disruption and present critical questions for neuropsychologists. A summary of pre-pandemic and interim literature was compiled, including analyses of national and local assessment data and preliminary studies on academic gains related to remote learning, educational and school services disruption, chronic absenteeism, and child and adolescent mental and physical health during 2020–2021. Ten major themes were identified in the early reports on impacts of educational disruption.
AUTHOR(S) Umar Toseeb
AUTHOR(S) Una O'Connor; Jessica Bates; Jayne Finlay (et al.)
AUTHOR(S) Yang Yang; Keqiao Liu; Miao Li (et al.)
AUTHOR(S) Rachel K. Schuck; Rachel Lambert; Mian Wang
AUTHOR(S) Sarah Hurwitz; Blaine Garman-McClaine; Kane Carlock
AUTHOR(S) Naiara Berasategi Sancho; Nahia Idoiaga Mondragon; Maria Dosil Santamaria (et al.)
AUTHOR(S) Pauline M. Geuijen; Laura Vromans; Petri J. C. M. Embregts
The COVID-19 pandemic significantly affected families who have children with intellectual disabilities (ID). This study aimed to explore the pandemic’s impact on Dutch migrant families who have children with ID, by interviewing these families’ support workers. A descriptive qualitative methodology was employed, which resulted in semi-structured telephone interviews with 34 support workers. Interview transcripts that pertained to 27 Dutch migrant families who have children with ID were selected and themes and subthemes were identified using thematic analysis.
AUTHOR(S) Patricia A. Shaw; Alan Shaw
AUTHOR(S) Gretchen Bjornstad; Beth Cuffe-Fuller; Obioha C. Ukoumunne (et al.)
Parent carers of children with special educational needs or disability are at higher risk of poor mental and physical health. The need for a tailored, peer-led group programme was raised by parent carers, who co-developed the Healthy Parent Carers programme with researchers. This study aimed to test the feasibility of programme delivery in community settings, and the feasibility and acceptability of a randomised controlled trial design. Participants were individually randomised with concealed allocation to a structured group programme and access to online resources (intervention), or access to the online resources only (control). Measures of wellbeing and secondary and economic outcomes were collected before randomisation, immediately post-intervention, and 6 months post-intervention. Descriptive statistics on recruitment and attrition, demographics, attendance, and fidelity of intervention delivery were analysed with feedback on the acceptability of the trial design.
AUTHOR(S) Ayse Dilsad Yakut
AUTHOR(S) Erika Benassi; Arianna Bello; Michela Camia (et al.)
AUTHOR(S) Tapomay Banerjee; Amjad Khan; Piriyanga Kesavan
AUTHOR(S) Lena Nusser
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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