PURPOSE Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. METHOD A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). RESULTS Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. CONCLUSIONS Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.

中文翻译：

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看护人对 COVID-19 教育中断对发育性语言障碍儿童和通常发育中的同龄人的看法。


目的 了解发育语言障碍 （DLD） 儿童家庭在 COVID-19 教育中断期间的经历对于在大流行恢复工作期间及以后设计响应式支持至关重要。这项定性研究描述了大流行期间患有 DLD 的一年级和二年级儿童的家庭与典型发育 （TD） 同龄人家庭的经历的比较。方法 使用常规内容分析方法来分析看护人对开放式问题的书面回答，这些问题涉及他们对 COVID-19 教育中断的看法。按组分别分析反应：DLD 儿童的照顾者 （n = 23） 和 TD 儿童的照顾者 （n = 22）。结果 每组生成了四类照顾者反应：对儿童的影响、远程学习挑战、对照顾者的影响和保护因素。对于这两个群体来说，对儿童福祉和识字学习的担忧最为普遍，并且胜过对口语的担忧。每组中的大多数看护人都描述了教育中断对他们 cdhildren 的负面影响。与 TD 儿童的照顾者相比，DLD 儿童的照顾者报告了更高的远程学习挑战率，并且对识字学习、言语和/或语言以及一般教育的负面影响更大。DLD 护理人员分享的与保护因素相关的积极评论和评论也较少。结论 结果表明，与 TD 同龄人的家庭相比，DLD 儿童的家庭在 COVID-19 教育中断期间可能经历了更多挑战。因此，对这些家庭的响应研究和支持是必不可少的。