This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.

本研究使用一项全国分布的调查来探讨在美国应对 COVID-19 大流行的最初几个月里，课堂上的幼儿工作人员如何为残疾幼儿及其家人提供远程服务。使用并发的平等地位完全混合方法来分析 221 名参与者对封闭式和开放式调查问题的回答。调查结果表明，残疾儿童在学校停课期间接受了改良的特殊教育服务；大多数评论指出，幼儿工作人员转向为家庭提供远程辅导。其他评论提到了远程学习的一对一服务和住宿。人员描述了远程服务的一些好处，例如改善与家庭的伙伴关系。报告的主要挑战包括儿童没有获得相同质量的服务和高度的教育压力。这些和其他研究结果讨论了 COVID-19 对为残疾幼儿及其家庭提供服务的影响。