Frontiers in Rehabilitation Sciences (Sep 2022)
Reduction in school individualized education program (IEP) services during the COVID-19 pandemic
- Belinda Chen,
- Patrick Rasmussen,
- Mallory Legg,
- Nicole Alexander,
- Pooja Vedmurthy,
- Pooja Vedmurthy,
- Akua Asiedu,
- Mihee Bay,
- Mihee Bay,
- Harolyn Belcher,
- Harolyn Belcher,
- Vera Joanna Burton,
- Vera Joanna Burton,
- Charles Conlon,
- Charles Conlon,
- Amena Fine,
- Amena Fine,
- Ryan Gill,
- Ryan Gill,
- Eboni I. Lance,
- Eboni I. Lance,
- Paul Lipkin,
- Paul Lipkin,
- Joyce Wong,
- Anna Maria Wilms Floet,
- Anna Maria Wilms Floet,
- Sarah C. Doerrer,
- Jennifer Glattfelder,
- Amy Kordek,
- Julie Pertman,
- Rachel Murray,
- T. Andrew Zabel,
- T. Andrew Zabel,
- Anne M. Comi,
- Anne M. Comi,
- Anne M. Comi,
- Mary L. Leppert,
- Mary L. Leppert
Affiliations
- Belinda Chen
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Patrick Rasmussen
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Mallory Legg
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
- Nicole Alexander
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Pooja Vedmurthy
- Department of Neurology, Kennedy Krieger Institute, Baltimore, MD, United States
- Pooja Vedmurthy
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Akua Asiedu
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Mihee Bay
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Mihee Bay
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Harolyn Belcher
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Harolyn Belcher
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Vera Joanna Burton
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Vera Joanna Burton
- Division of Child Neurology, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Charles Conlon
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Charles Conlon
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Amena Fine
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Amena Fine
- Division of Child Neurology, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Ryan Gill
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Ryan Gill
- Division of Child Neurology, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Eboni I. Lance
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Eboni I. Lance
- Division of Child Neurology, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Paul Lipkin
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Paul Lipkin
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Joyce Wong
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Anna Maria Wilms Floet
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Anna Maria Wilms Floet
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Sarah C. Doerrer
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Jennifer Glattfelder
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Amy Kordek
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Julie Pertman
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Rachel Murray
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- T. Andrew Zabel
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, United States
- T. Andrew Zabel
- Department of Psychiatry and Behavioral Sciences Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Anne M. Comi
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, MD, United States
- Anne M. Comi
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Anne M. Comi
- Division of Child Neurology, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- Mary L. Leppert
- Center for Development and Learning, Kennedy Krieger Institute, Baltimore, MD, United States
- Mary L. Leppert
- Division of Neurodevelopmental Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States
- DOI
- https://doi.org/10.3389/fresc.2022.962893
- Journal volume & issue
-
Vol. 3
Abstract
PurposeThe COVID-19 pandemic created novel challenges for school systems and students, particularly students with disabilities. In the shift to remote/distance learning, this report explores the degree to which children with disabilities did not receive the special education and related services defined in their individualized education program (IEP).MethodsPatients attending an outpatient tertiary care center for neurodevelopmental disabilities in Maryland were surveyed on the impact of the pandemic on educational services provision.ResultsNearly half (46%) of respondents qualified for special education and related services through an IEP before the start of the COVID-19 pandemic. Among those with IEPs, 48% attested to reduced frequency and/or duration of special education and/or related services during the pandemic. The reduction was greatest in occupational therapy services (47%), followed physical therapy services (46%), and special education services (34%).ConclusionThis survey of children with disabilities observes a substantial reduction in IEP services reported in their completed surveys. To address the observed reduction in IEP services, we sought additional education for clinicians on the rights of students with disabilities in anticipation of students’ re-entry to the classroom. A special education law attorney provided an instructional session on compensatory education and recovery services to prepare clinicians to properly inform parents about their rights and advocate for patients with unmet IEP services during the pandemic.
Keywords
- COVID 19 pandemic
- individualized education program (IEP)
- school services
- remote/virtual education
- compensatory services
- recovery services
