Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities.

Jones, Erin F; Singh, Vini; Holingue, Calliope; Errichetti, Cheryl Lyn; Myers, Linda; Sherby, Michael R; Gurnett, Christina; Newland, Jason; Kalb, Luther

Jones, Erin F; Singh, Vini; Holingue, Calliope; Errichetti, Cheryl Lyn; Myers, Linda; Sherby, Michael R; Gurnett, Christina; Newland, Jason; Kalb, Luther.

Afiliação

Jones EF; Information Systems Department, Kennedy Krieger Institute, Baltimore, MD, United States.
Singh V; Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States.
Holingue C; Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States.
Errichetti CL; Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States.
Myers L; Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States.
Sherby MR; Special Education, Kennedy Krieger Institute, Baltimore, MD, United States.
Gurnett C; Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States.
Newland J; Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States.
Kalb L; Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States.

Front Educ (Lausanne) ; 72022.

Article em En | MEDLINE | ID: mdl-37799289

Palavras-chave

COVID-19 testing; developmental disability; educators; experience; intellectual disability; pandemic; teachers; wellbeing

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Texto completo: 1 Bases de dados: MEDLINE Tipo de estudo: Prognostic_studies Idioma: En Revista: Front Educ (Lausanne) Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Estados Unidos

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