The Difficult Path to School — Theschooling of Pupils With Specialeducational Needs During the Pandemic

Abstract

Schooling at all levels from kindergarten to high school has suffered during the pandemic, as the school system has had to readjust to stimulate pupil's attention, rethinking teaching methods, maintaining a healthy climate of interaction between teacher and pupil, teacher and parents, but also between colleagues in the same group study. The management of these parameters becomes all the more delicate in the case of students with special educational needs during the during the COVID-19 pandemic. That is why the preliminary investigations must be thoroughly completed (thorough medical, psychiatric, psychological, pedagogical anamnesis, schooling in the family having a great role here, then rigorous clinical and paraclinical investigations followed only in the last stage of placing the child in a diagnostic class and then stating its requirements). There is a white-gray territory of students who do not have an accurate diagnosis but who still require more attention and special teaching methods. False mental retardation unfortunately still creeps among the diagnoses received by children in some situations, all the more difficult to make a differential diagnosis during the pandemic where communication of all kinds is affected. Modern combined pedagogical methods can be managed in combination for the message to reach the beneficiaries as clearly and comprehensively as possible and the impact on the pupil should be the expected one. The establishment of an interdisciplinary team allows the facilitation of this approach to make the path towards school (be it virtual) easier for all students to create a climate in which the pupil can complete himself to his maximum capacity.