‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID‐19 pandemic on children with special educational needs and disabilities

Abstract

This study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID‐19 pandemic, and to gain insights into the perceived repercussions of pandemic‐related restrictions on the educational development and overall wellbeing of these children. Mixed‐methods surveys (N = 100) and semi‐structured qualitative interviews (N = 6) were utilised. Data were analysed using descriptive statistics and thematic analysis. Findings indicate substantial challenges faced by education professionals in delivering appropriate and effective education and well‐being support to children with SEND during periods of school ‘closures’, resulting in hindered academic progression and adverse impacts on the well‐being of children with SEND, their families and the education professionals themselves. It is vital that effective support strategies and appropriate training are implemented, in addition to further research to establish what would be most beneficial for all teachers, and particularly those supporting children with SEND.

Resilience Strategies of Students in Highly Complex Educational Contexts: Opportunities for Inclusive Pedagogical Transformation

“…The emerging international and national literature documents the impact of COVID-19 on students in vulnerable contexts, generally through the contributions of educational counsellors, psychologists and teachers, with little research focusing on the resilience strategies developed by vulnerable young people during the period of confinement [2,[6][7][8][9]. Poorly performing schools experienced additional difficulties in coping with these changes, especially due to the lack of technological resources, the digital divide and the absence of Educ.…”