[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590145-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590145-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","supporting-young-children-with-disabilities-during-the-covid-19-pandemic-evidence-from-caregivers-in-virginia","Supporting Young Children With Disabilities During the COVID-19 Pandemic - Evidence From Caregivers in Virginia","","Early care and education experiences shape children’s development, but caregivers of children with disabilities faced major barriers to obtaining suitable care, intensified during the COVID-19 pandemic. Survey data from nearly 3,000 Virginia caregivers of preschool-age children show caregivers of children with disabilities were less likely to access programs meeting their needs and reported higher stress, alongside stronger concerns about children’s development. Concerns were especially pronounced in remote instructional settings, indicating a disproportionate impact of ECE disruption.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/supporting-young-children-with-disabilities-during-the-covid-19-pandemic-evidence-from-caregivers-in-virginia/590145/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/supporting-young-children-with-disabilities-during-the-covid-19-pandemic-evidence-from-caregivers-in-virginia/590145.png","ImageObject",300,407,{"name":42,"@type":43},"Adam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data source and population were used in the study?","Question",{"text":63,"@type":64},"The study uses survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did caregivers of children with disabilities differ from other caregivers?",{"text":68,"@type":64},"They were less likely to find early care and education programs that met their needs, more likely to report high stress, and more likely to be concerned about children’s development.",{"name":70,"@type":61,"acceptedAnswer":71},"Why were remote instructional settings a key focus?",{"text":72,"@type":64},"The findings show developmental concerns were particularly pronounced among caregivers of children with disabilities in remote instructional settings, highlighting disproportionate disruption effects.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590145,1792170734,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":109,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. XX, No. X, pp. 1–16 DOI: 10. 1177/23328584221134525  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nSupporting Young Children With Disabilities During the COVID-19 Pandemic: Evidence From Caregivers in Virginia  \nAnna Shapiro  \nDaphna Bassok  \nUniversity of Virginia  \nEarly care and education (ECE) experiences shape children’s developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilities have faced considerable challenges finding care for their children, which have increased during the COVID-19 pandemic. Using survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021, we find that caregivers of children with disabilities were less likely to find ECE programs that met their needs, more likely to experience high levels of stress, and more likely to be concerned about their children’s development than were caregivers of children without disabilities. Concerns about child development were particularly pronounced among caregivers of children with disabilities in remote instructional settings. Our findings suggest a disproportionate impact of ECE disruption on caregivers of children with disabilities and the need for targeted supports for these caregivers moving forward.  \nKeywords: disability studies, early childhood, families, survey research  \nEarly care and education (ECE) experiences shape children’s developmental trajectories (Cascio, 2021; Yoshikawa et al., 2013) and are especially important for children who have or may have disabilities (Guralnick, 2019) . For children receiving special education services in prekindergarten, attending high-quality early education programs can increase their kindergarten readiness skills (Weiland, 2016) . ECE programs also play an important role in early identification and early service provision for children with disabilities. For instance, children who attend ECE programs are more likely to receive special education services in the early grades but less likely to receive special education services by third grade (Muschkin et al., 2015; Shapiro & Weiland, 2019), suggesting that ECE programs may mitigate long-term need for special services.  \nCOVID profoundly disrupted early learning opportunities—and likely early diagnosis and intervention. The pandemic moved many public-school prekindergarten programs online and destabilized an already fragile childcare system, causing closures, loss of employees, and enrollment waitlists (Bassok, Smith, et al., 2021a, 2021b) . Caregivers, particularly those whose children have a diagnosed disability or who were worried about their children’s development, may have struggled to find programs that met their needs. However, little is known about how caregivers of children with disabilities navigated learning opportunities for their young children during the pandemic.  \nRelatedly, early educators reported having to make changes to classroom practices (e.g., fewer opportunities for hands-on interactions) that have made it difficult to teach young children in typical ways (Bassok, Weisner, et al., 2021; Weiland et al., 2021) . This was especially true for early educators trying to teach young children remotely. Despite the well-documented negative impacts of COVIDon school-age children (K–12) and their families, there is surprisingly little evidence on the pandemic’s impact on young children’s development (Weiland et al., 2021). In particular, there is little research about the impact of the pandemic on the learning experiences of young children with disabilities, in general and for those experiencing remote schooling. This oversight is not surprising, unfortunately: Children with disabilities, which","cbCaik4XED7fFKlx","https://ap.wps.com/l/cbCaik4XED7fFKlx","pdf",857151,16,"English","# Background and importance of ECE\n# COVID-19 disruptions and caregiver challenges\n## Access to programs and caregiver stress\n## Remote instruction and developmental concerns\n# Evidence base and research focus","[{\"question\":\"What data source and population were used in the study?\",\"answer\":\"The study uses survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021.\"},{\"question\":\"How did caregivers of children with disabilities differ from other caregivers?\",\"answer\":\"They were less likely to find early care and education programs that met their needs, more likely to report high stress, and more likely to be concerned about children’s development.\"},{\"question\":\"Why were remote instructional settings a key focus?\",\"answer\":\"The findings show developmental concerns were particularly pronounced among caregivers of children with disabilities in remote instructional settings, highlighting disproportionate disruption effects.\"}]","Supporting Young Children With Disabilities During the COVID-19 Pandemic - Evidence From Caregivers in Virginia | PDF",1792068905]