Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: A scoping review

Bakanienė, Indrė; Dominiak-Świgoń, Martyna; Santos, Miguel Augusto; Pantazatos, Dimitris; Grammatikou, Mary; Montanari, Marco; Virgili, Irene; Flocco, Paolo; Bernabei, Laura; Prasauskienė, Audronė

doi:10.3109/13668250.2022.2096956

Cited by 10 publications

(8 citation statements)

References 43 publications

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“…Furthermore, the lack of feedback from their teachers made the learning process much more difficult because the special needs students primarily depended on the teachers' and colleagues' feedback during their educational activities. Similar issues were noticed in recent studies (Bakaniene et al, 2022;Paramasivam et al, 2022), wherein the special needs students reported mental stress challenges because they were not familiar with online teaching mediums such as Skype, Zoom and Google Meet. Further, they were not familiar with other modern electronic gadgets used for online learning.…”

Section: Discussionsupporting

confidence: 75%

“…Due to the Coronavirus (COVID-19) pandemic, most educational institutions shifted the mode of instruction from face-to-face to online. Special needs students were the most affected group because many of their requirements in education were dependent on teachers' physical assistance (Bakaniene et al, 2022). Further, a considerable number of teachers across the globe, including those in the education sector in the United Arab Emirates (UAE), were not prepared enough for the drastic transition from face-to-face teaching to the online mode of instruction (Erfurth & Ridge, 2020;Dawson & Heylin, 2022;Maatuk et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

Meda

ElSayary

Mohebi

2023

JESR

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The Coronavirus (COVID-19) global pandemic led to the deterioration of exclusive pedagogical practices in different learning institutions. This is because the pandemic forced teachers to make an abrupt instructional switch from face-to-face to online learning without having sufficient time to prepare. Various studies have reported that students with special needs in learning have to tolerate the burden of this tumultuous instructional transition. The educational policymakers have requested that in-service teachers in the United Arab Emirates (UAE) attend an inclusive education professional development program to equip them with knowledge and skills for teaching and supporting special needs children. The purpose of this study is to explore the extent to which in-service teachers were prepared to teach inclusively and the challenges they perceive after completing a six-month inclusive education teacher professional development (TPD) program. The study was done using a qualitative case study within an interpretive paradigm. Fourteen teachers from different schools across the country were purposively selected to complete an open-ended questionnaire and participate in semi-structured interviews. It was found that teachers gained comprehensive knowledge from the program and they felt confident and ready to implement inclusive pedagogical approaches in their classrooms. Received: 1 November 2022 / Accepted: 29 December 2022 / Published: 5 January 2023

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

Meda

ElSayary

Mohebi

2023

JESR

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“…Even then, this is not a homogenous group, in terms of the nature of the disability, the parental situation and the impact of both of these on health and education. For example, even within a comprehensive scoping review reporting the challenges of online learning for pupils with additional needs ( Bakaniene et al, 2023 ), the research did not include children with complex or profound disabilities who were unable to utilise online learning platforms at all.…”

Section: Discussionmentioning

confidence: 99%

“…Families were therefore caught in a ‘perfect storm’ of reduced care, increased stress, and isolation from others who may have been able to help, physically or emotionally. At the same time, many disabled children were unable to continue any level of learning through online methods or needed considerable parental input to do so ( Bakaniene et al, 2023 ), giving parents more responsibility for their education and development. Given these children’s additional needs, this education is often considerably more challenging and requires high levels of expertise, adding further difficulties for parents.…”

Section: The Effects Of the Pandemic On Mothers Of Disabled Childrenmentioning

confidence: 99%

Who cares about the carers? A call to action on behalf of mothers of disabled children

Pearson

2024

Front. Sociol.

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This ‘perspective’ article is an urgent call to action on behalf of mothers (and indeed fathers) of disabled children in the wake of the COVID-19 pandemic. In doing so draws attention to the ‘perfect storm’ experienced by United Kingdom-based parents of reduced support and increased stress, coupled with the effects of isolation. It also illuminates some of the impact of actions taken, and not taken, during and after the pandemic and the enduring effects for working parent-carers. In doing so I argue that, despite facing these extreme challenges, these parents have been a neglected group from both a policy and research perspective. The call to action therefore extends to society, employers, and to the research community.

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“…It was considered essential to offer special attention to those with special needs during such unprecedented changes (e.g., counseling and psychological services). Isolation left students feeling lonely and cut off from relationships with their peers, teachers, and the rest of their school community (Bakaniene et al, 2022). Inclusive education, however, aims to enhance a student's functioning and learning results by assisting them through the creation of supportive communities and by providing extra services, educational aids, or accommodations (Couper-Kenney & Riddell, 2021).…”

Section: Relevant Factorsmentioning

confidence: 99%

How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?

Daumiller

Rinas

Schoon

et al. 2023

Zeitschrift für Psychologie

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The COVID-19 pandemic drastically impacted the educational sector on a global front. A plethora of research has been conducted to better understand the effects that the pandemic had on education as a whole, including investigations into different topics (e.g., school closures, e-teaching and learning, mental and physical health), populations (e.g., students, teachers), and levels of education (e.g., school, higher education). To summarize the available literature on education during the pandemic both qualitatively and quantitatively, many systematic reviews and meta-analyses have begun to emerge. With the present systematic meta-review, we aimed to synthesize and combine this existing database to derive broader and more comprehensive insights that can aid educational stakeholders. We summarize and evaluate 43 systematic reviews, four meta-analyses, and eight combined systematic reviews and meta-analyses published until November 2022 to provide a comprehensive narrative of how this crisis affected education and what can be learned moving forward.

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Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: A scoping review

Cited by 10 publications

References 43 publications

Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

Who cares about the carers? A call to action on behalf of mothers of disabled children

How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?

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