Inclusive Education in the Post-COVID-19 World

Abstract

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Affect, dis/ability and the pandemic

“…Kritfunk (2020) reports on the psychological impact on disabled people in Sweden caused by poor experiences of online communication (due to inaccessible design of devices, platforms and content) and an increased sense of isolation (caused by stay‐at‐home and social distancing). Pilson (2020) attacks what she terms ‘herd accessibility’ endemic in an ‘assumed equality of digital access’ and a ‘blasé approach to digital literacy’ that has moved us to a new normal of face‐to‐face and synchronous meetings without any thought being given to the potential for exclusion. We know, too, that many disabled people have lost key services provided by non/government organisations (Spence, 2020).…”

“…Lockdowns and social distancing have been key strategies in the fight against Covid‐19. Pilson's (2020) blog recognises the anxieties associated with visually impaired and blind people in adhering to ideas of social distancing. She writes, ‘social distancing is a visually dialogic process that automatically absents visually‐impaired people from possessing equality of power in public places’.…”

“…Due to COVID‐19, peer‐led interventions are providing crisis support and one to one support with mental health and wellbeing through daily zoom calls, online one‐to‐one sessions who are isolated of feeling depressed and group support sessions in the form of quizzes, mindfulness, massage, yoga, talking therapy, cooking and life skills which people can join – run by self‐advocates. Other online connectivities are detailed in Pilson's (2020) blog: VIEW has collated an exhaustive list of resources for home‐schooling and leisure; VICTAR has extended grants for assistive technology; Look UK has created online fora and webinars to combat social isolation. This in turn has been echoed by individuals on social media, for example, by the creation of virtual socialising spaces like the Staying Inn on Twitter (@TheStayingInn).…”

Evaluación de la actitud del profesorado especialista hacia la inclusión educativa

“…La idea de inclusión, en la práctica, no ha cambiado significativamente la de la enseñanza de alumnado con necesidades educativas especiales (Arnaiz y Guirao, 2015;Paju et al, 2016). En este proceso hacia la inclusión cabe señalar que la demanda de los docentes para satisfacer las diversas necesidades de sus estudiantes ha aumentado enormemente en los últimos años, tanto por la propia diversidad del perfil como por los contextos de incertidumbre y cambio surgidos a partir de la pandemia sanitaria (Slee, 2019;Pilson, 2022) y las preocupaciones de este colectivo deben abordarse para promover la inclusión en las escuelas (Pit-ten et al, 2018;Saloviita y Schaffus, 2016). Concretamente, un ambiente inclusivo exitoso requiere que los maestros reevalúen sus estilos de enseñanza y sus actitudes hacia los estudiantes (Nosal Santos, 2016;Valdés Morales et al, 2018), siendo uno de los principios claves el compromiso del profesorado; compromiso que debe partir de un cambio en sus actitudes que conlleve a un cambio real en las prácticas educativas (Echeita Sarrionandia, 2021 y 2022), logrando un cambio real en la educación y no sólo un espacio de escolarización en el que perviven distintos colectivos impermeables (Slee, 2012).…”

“It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises

“…It is evident that Black people have been disproportionately affected by the virus (Kirby, 2020), as well actively racist social and political injustice. Disabled people have been treated with a more insidious governmental violence in the form of a “narrative of absence” (Pilson, 2020), in which they are not visible in policy or practice-based recommendations. While young people from disadvantaged socio-economic backgrounds experienced higher rates of downgrading in the 2020 A-Level scandal (Adams & McIntyre, 2020).…”