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

The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators’ serving children with intellectual developmental disabilities (IDD). present study surveyed 230 educators (teachers, staff, administrators) to assess their wellbeing, concerns during pandemic, perceived importance various school mitigation strategies. Data were gathered May/June 2021 from two separate districts, one in Midwest other Mid-Atlantic, IDD. Nearly half all survey respondents reported poor wellbeing. Almost health themselves, students, family members was greatest concern when compared pandemic-related disruption duties or benefits (e.g., not having enough sick time). Most felt disinfecting routines, vaccinations, daily checks most helpful preventing spread schools, while in-school mask mandates weekly testing students staff as less helpful. Our findings suggest that efforts are needed support wellbeing challenging times. When policies procedures decided by administrators, our data will review decisions within framework safety families. Understanding this may be particularly valuable considering implementation policies, like masking testing, preferred.