Supporting COVID-19 School Safety for Children With Disabilities and Medical Complexity

Michael R. Sherby, Luther G. Kalb, Ryan J. Coller, Gregory P. DeMuri, Sabrina Butteris, John J. Foxe, Martin S. Zand, Edward G. Freedman, Stephen Dewhurst, Jason G. Newland, Christina A. Gurnett

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


Children with intellectual and developmental disabilities (IDDs) and children with medical complexity (CMC) have been disproportionally impacted by the coronavirus disease 2019 pandemic, including school closures. Children with IDDs and CMC rely on schools for a vast array of educational, therapeutic, medical, and social needs. However, maintaining safe schools for children with IDDs and CMC during the coronavirus disease 2019 pandemic may be difficult because of the unique challenges of implementing prevention strategies, such as masking, social distancing, and hand hygiene in this high-risk environment. Furthermore, children with IDDs and CMC are at a higher risk of infectious complications and mortality, underscoring the need for effective mitigation strategies. The goal of this report is to describe the implementation of several screening testing models for severe acute respiratory syndrome coronavirus 2 in this high-risk population. By describing these models, we hope to identify generalizable and scalable approaches to facilitate safe school operations for children with IDDs and CMC during the current and future pandemics.

Original languageEnglish
Article numbere2021054268H
StatePublished - Feb 1 2022


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