Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: A scoping review / Bakaniene, I.; Dominiak-Swigon, M.; Meneses da Silva Santos, M. A.; Pantazatos, D.; Grammatikou, M.; Montanari, M.; Virgili, I.; Galeoto, G.; Flocco, P.; Bernabei, L.; Prasauskiene, A.. - In: JOURNAL OF INTELLECTUAL AND DEVELOPMENTAL DISABILITY. - ISSN 1366-8250. - (2022), pp. 1-12. [10.3109/13668250.2022.2096956]

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

Montanari M.;Galeoto G.;Flocco P.;Bernabei L.;
2022

Abstract

Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1655884
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