Inclusion of Students With Special Educational Needs and the COVID-19 Pandemic

Abstract

With schools closed around the world during the pandemic, the use of technology and distance education has solved the problems and dysfunctions that have arisen. Students, their families, and school personnel have all been affected by the numerous challenges and barriers that have arisen because of distance education. This chapter seeks to evaluate school-family collaboration throughout the pandemic period. The study focuses on families with children who have special educational needs and disabilities (SEND) and their experiences with inclusive education. While the COVID-19 pandemic was underway, parents of children with SEND faced a variety of challenges, including a lack of resources, financial difficulties, communication difficulties, and a lack of attention from teachers. Parents believe that economic, social, and language limitations impede the effectiveness of online inclusion, whereas their digital abilities enable them to aid their children on both technical and psychological levels in overcoming distant learning difficulties.