COVID-19 and Childhood Disability

COVID-19 et Handicaps Chez les Jeunes Enfants

À l’échelle mondiale, personne n’a été épargné par la pandémie de la COVID-19 et les fermetures des services, des entreprises et des occasions d’interactions sociales qui en ont découlé. Toutefois, les répercussions de l’infection à la COVID-19 et les fermetures subséquentes ne sont pas réparties de manière égale. Cette page présente des recherches et des rapports relatifs aux effets de la COVID-19 sur les personnes ayant un handicap ainsi qu’aux expériences tirées du projet SISPE et du monde entier.

Cette page contient une liste de documents de référence en anglais.

1. Un enfant assis au bas d’une étagère dans un centre de garde d’enfants. Les étagères environnantes contiennent des livres d’images, des blocs en bois et des blocs en tissu aux couleurs vives

9. Une capture d’écran d’une réunion de l’équipe du projet SISPE sur Zoom. Huit personnes sont présentes.

Recherche du Projet SISPE

Lawrence, B., Underwood, K., & Douglas, P. (2020). PDF fileIECSS policy brief no. 9: Reconciling interests of children and economies during the COVID-19 pandemic: Learning from families in Brandon, Manitoba. Inclusive Early Childhood Service System project. - PDF fileText version
Parekh, G., & Underwood, K. (2020, May 14). Coronavirus crisis shows ableism shapes Canada's long-term care for people with disabilities, external link. The Conversation.
Parekh, G., & Underwood, K. (2021). Learning in a pandemic: The time of coronavirus and the early years. Retrieved at: https://www.famly.co/blog/coronavirus-accessibility-early-education, external link.
Underwood, K., & Parekh, G. (2020, June 24). Child care after the coronavirus pandemic should be more inclusive of children with disabilities, external link. The Conversation.
Underwood, K., van Rhijn, T., Balter, A., Feltham, L., Douglas, P., Parekh, G., & Lawrence, B. (2021). Pandemic Effects: Ableism, Exclusion, and Procedural Bias. Journal of Childhood Studies,16-29. https://doi.org/10.18357/jcs463202119970, external link

Données Primaires

Cacioppo, M., Bouvier, S., Bailly, R., Houx, L., Lempereur, M., Mensah-Gourmel, J., ... & ECHO Group. (2021). Emerging health challenges for children with physical disabilities and their parents during the COVID-19 pandemic: The ECHO French survey. Annals of physical and rehabilitation medicine, 64(3), 101429. https://doi.org/10.1016/j.rehab.2020.08.001, external link
Cahapay, M.B. (2020): How Filipino parents home educate their children with autism during COVID-19 period. International Journal of Developmental Disabilities, 1-4. https://doi.org/10.1080/20473869.2020.1780554, external link
Couper-Kenney, F., & Riddell, S. (2021). The impact of COVID-19 on children with additional support needs and disabilities in Scotland. European Journal of Special Needs Education, 36(1), 20-34.https://doi.org/10.1080/08856257.2021.1872844, external link
Dhiman, S., Sahu, P.K., Reed, W.R., Ganesh, G.S., , Goyal, R.K., & Jain, S. (2020). Impact of COVID-19 outbreak on mental health and perceived strain among caregivers tending children with special needs. Research in Developmental Disabilities, 107, 103790. https://doi.org/10.1016/j.ridd.2020.103790, external link
Embregts, P. J. C. M., Heerkens, L., Frielink, N., Giesbers, S., Vromans, L., & Jahoda, A. (2021). Experiences of mothers caring for a child with an intellectual disability during the COVID‐19 pandemic in the Netherlands. Journal of Intellectual Disability Research. https://doi.org/10.1111/jir.12859
Jeste, S., Hyde, C., Distefano, C., Halladay, A., Ray, S., Porath, M., Wilson, R. B., & Thurm, A. (2020). Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID-19 restrictions. Journal of Intellectual Disability Research, 64(2), 825-833. https://doi.org/10.1111/jir.12776, external link
Neece, C., McIntyre, L.L., Renning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739-749. https://doi.org/10.1111/jir.12769, external link
Willner, P., Rose, J., Kroese, B.S., Murphy, G.H., Langdon, P.E., Clifford, C., Hutchings, H., Watkins, A., Hiles, S., & Cooper, V. (2020). Effects of the COVID-19 pandemic on the mental health of carers of people with intellectual disabilities. Journal of Applied Research Intellectual Disabilities, 33, 1523–1533. https://doi.org/10.1111/jar.12811, external link

Théorie et Commentaires

Brandenburg, J. E., Holman, L. K., Apkon, S.D., Houtrow, A.J., Rinaldi, R., & Sholas, M. G. (2020). School reopening during COVID-19 pandemic: Considering students with disabilities. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 13, 425-431. https://doi.org/10.3233/PRM-200789, external link
Chamak, B. (2020). L’autisme en période de confinement : la mobilisation des professionnels. Enfances & Psy, 88, 176-188. https://doi-org.proxy.bib.uottawa.ca/10.3917/ep.088.0176, external link
Cohen D. (2020). Appréhender le COVID-19 au fil de l’eau en tant que psychiatre d’enfant et d’adolescent. L'encephale, 46(3), S99-S106. https://doi.org/10.1016/j.encep.2020.05.005, external link
Doyen, C., & Kaye, K. (2021). COVID-19: pratique et éthique de l’évaluation par vidéoconsultation des enfants avec trouble du spectre de l’autisme. Ethique & Sante. https://doi.org/10.1016/j.etiqe.2021.03.001, external link
Espinosa, F., Metko, A., Raimondi, M., Impenna, M., & Scognamiglio, E. (2020). A model of support for families of children with autism living in the COVID-19 lockdown: Lessons from Italy. Behavioural Analysis in Practice, 13, 550-558. https://doi.org/10.1007/s40617-020-00438-7, external link
Garcia Ballester, É. (2020). Fermeture d’un hôpital de jour pour enfants pendant le confinement... Quel accompagnement des familles ?. Enfances & Psy, 87, 133-142. https://doi-org.proxy.bib.uottawa.ca/10.3917/ep.087.0133, external link
Hully, M. (2021). Télémédecine et polyhandicap dans le contexte de la crise sanitaire Covid-19. Contraste, 53, 119-125. https://doi-org.proxy.bib.uottawa.ca/10.3917/cont.053.0119, external link
Ineese-Nash, N. (2020). Finding our power together: Working with Indigenous youth and children during COVID-19, Child & Youth Services, 41:3, 274-276. https://doi.org/10.1080/0145935X.2020.1835161, external link
Lund, E. M., & Gabrielli, J. (2021). The role of pediatric psychologists in mitigating disability-specific barriers among youth during the COVID-19 pandemic. Clinical Practice in Pediatric Psychology, 9(1), 12–23. https://doi.org/10.1037/cpp0000387, external link
Nguyen, H., Ramos Pereira, S., Humeau, É., Cousin, N., Koch, A., Akkaya, M .. & Delorme, R. (2021). Télémédecine et nouveaux outils numériques au temps du confinement : l’expérience du centre d’excellence autisme et troubles du neurodéveloppement InovAND. Contraste, 53, 145-162. https://doi-org.proxy.bib.uottawa.ca/10.3917/cont.053.0145, external link
Ouss, L. & Khun-Franck, L. (2021). Pratique de la thérapie de guidance interactive par vidéo feedback en téléconsultation chez les enfants avec trouble neurodéveloppemental pendant l’épidémie de Covid-19. Contraste, 53, 127-144. https://doi-org.proxy.bib.uottawa.ca/10.3917/cont.053.0127, external link
Patel, K. (2020). Mental health implications of COVID-19 on children with disabilities. Asian Journal of Psychiatry, 54, 102273. https://doi.org/10.1016/j.ajp.2020.102273, external link
Provenzi, L., Grumi, S., & Borgatti, R. (2020). Alone with the kids: Tele-medicine for children with special healthcare needs during COVID-19 emergency. Frontiers in Psychology, 11, 2193. https://doi.org/10.3389/fpsyg.2020.02193, external link
Rosenbaum, P. L., Silva, M., & Camden, C. (2020). Let’s not go back to ‘normal’! lessons from COVID-19 for professionals working in childhood disability. Disability and rehabilitation, 1-7. https://doi.org/10.1080/09638288.2020.1862925, external link
Schiariti, V. (2020). Les droits humains des enfants en situation de handicap en cas d’urgence sanitaire: le défi du COVID‐19. Developmental Medicine and Child Neurology, 62(6). https://doi.org/10.1111/dmcn.14549, external link

10. Un enfant assis à une table en bois. L’enfant tient un ensemble de clés de contact.

Une aire de jeu extérieure déserte à moitié couverte avec des chaises empilées dans le coin gauche.

Une salle déserte dans un centre de garde d’enfants. Des tablettes en bois remplies de jouets pour enfants et une affiche jaune et noire sur laquelle est inscrite « Under Construction ». Un tableau blanc, une aire de cercle et un portemanteau avec des sacs à dos.

Rapports Organisationnels

Action Aid, Education International, and Light for the Word (2020). The Bedrock of Inclusion: Why Investing in theEducation Workforce is Critical to the Delivery of SDG4. Lessons from five African countries. https://actionaid.org/publications/2020/bedrock-inclusion, external link
Brennan, C. S. (2020). COVID-19 Disability Rights Monitor 2020. PDF filehttps://covid-drm.org/assets/documents/Disability-Rights-During-the-Pandemic-report-web.pdf, external link
Childcare Resource and Research Unit. (2020a). Re-opening child care centres during COVID-19 provincial/territorial guidelines for minimizing risk: Staff: child ratios, groupings and group sizes, physical space and social distancing. PDF filehttps://childcarecanada.org/sites/default/files/Provincial-Territorial-Re-opening%20guidelines%20for%20child%20care%20centres%20during%20COVID_Nov%2018.pdf
Childcare Resource and Research Unit. (2020b). Reopening plans for schools for grades K-6 by province/territory. PDF filehttps://childcarecanada.org/sites/default/files/School_Reopening_Plans_Canadian_PTs_Nov%2018_0.pdf
Innovation to Inclusion (i2i). (20020). Disability and COVID-19 Influencer Pack.PDF filehttps://www.leonardcheshire.org/sites/default/files/2020-10/i2i-disability-covid-19-influencer-pack-accessible.pdf, external link
Janus, M., Pottruff, M., Reid-Westoby, C. (2020). PDF fileHidden future front line: Educators' perspective on the impact of COVID-19 pandemic on kindergarten children (HiFLEC) study: Descriptive report., external link Offord Centre for Child Studies, McMaster University, Hamilton, ON.
Lee, V., Albaum, C., Tablon, P., Ahmad, F., Gorter, J.W., Khanlou, N., McMorris, C., Lai, J., Harrison, C., Hedley, T., Johnston, P., Putterman, C., Spoelstra, M., & Weiss, J. (2020). Impact of COVID-19 on the mental health and wellbeing of caregivers and families of autistic people: A rapid synthesis review. Report prepared for the Canadian Institutes of Health Research. PDF filehttps://irsc-cihr.gc.ca/e/documents/WEISS-Initial-Knowledge-Synthesis-Report_2020-06-22.pdf
Nowicki, J. M. (2020). Distance Learning: Challenges Providing Services to K-12 English Learners and Students with Disabilities during COVID-19. Report to Congressional Committees. GAO-21-43. US Government Accountability Office. https://www.gao.gov/products/gao-21-43, external link
Rohwerder, B., Thompson, S., Shaw, J., Wickenden, M., Kayastha, S., Sigdel, A., & Bosri, R. (2021). ‘Because of COVID, everything is a mess’ How have people with disabilities experienced the pandemic in Nepal and Bangladesh? Brighton: Institute of Development Studies, DOI:10.19088/IF.2021.001, external link
Sisti, D., Stramondo, J., & Shaul Bar Nissim, H. (2020). Fair Resource Allocation During the COVID-19 Pandemic: The Case for People with Disabilities and Equality of Consideration. Ruderman Foundation. https://issuu.com/amahoney-rudermanfoundation/docs/fair_allocation_white_paper__1_, external link
The National Institute for Early Education Research. (2020). The state of preschool 2020. https://nieer.org/wp-content/uploads/2021/04/YB2020_Full_Report.pdf
UNESCO. (2020). Policy brief: A disability-inclusive response to COVID-19. United Nations Educational Scientific and Cultural Organization. PDF filehttps://www.un.org/development/desa/disabilities/wp-content/uploads/sites/15/2020/05/sg_policy_brief_on_persons_with_disabilities_final.pdf, external link
UNICEF. (2020). Children with disabilities: Ensuring their inclusion in COVID-19 response strategies and evidence generation. https://data.unicef.org/resources/children-with-disabilities-ensuring-inclusion-in-covid-19-response/?utm_source=newsletter&utm_medium=email&utm_campaign=child-disability-covid19-response&utm_content=personalized, external link
Warner-Richter, M., & Lloyd, C.M. (2020). Considerations for building post-COVID early care and education systems that serve children with disabilities. PDF filehttps://www.childtrends.org/wp-content/uploads/2020/08/ECEDisabilitiesCovid19_ChildTrends_August2020.pdf, external link