Teaching inclusive and special education during the COVID‐19 pandemic: needed support for learning and research of effects on teachers and students

IF 0.6 Q4 EDUCATION, SPECIAL

Support for Learning Pub Date : 2022-11-01 DOI:10.1111/1467-9604.12426

J. Kauffman, Jeanmarie Badar, Betty A. Hallenbeck, João Lopes

引用次数: 0

Abstract

The COVID‐19 pandemic drastically altered K‐12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long‐term issues will affect teachers and students at all levels of education. However, ‘silver linings’ of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's effects is needed, and this includes research of new supports for learning.

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在COVID - 19大流行期间开展包容性和特殊教育:需要支持对教师和学生的影响的学习和研究

COVID - 19大流行极大地改变了K - 12的教学和学习，并可能影响学生和教师的未来。普通教育和特殊教育都是如此。长期存在的问题将影响各级教育的教师和学生。然而，大流行的“一线希望”可能会推动教育成为更好的做法。需要对大流行的影响进行可靠的定量研究，这包括对学习的新支持进行研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Support for Learning EDUCATION, SPECIAL-

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： The articles in this journal examine the practical and theoretical issues surrounding the education of pupils with special educational needs in mainstream schools. Support for Learning aims to act as a bridge between academics and practitioners. All aspects of curriculum delivery, classroom management and the use of support services are covered. Strategies to eliminate underachievement and promote best practice are especially featured. Most, but not all, issues of Support for Learning, focus on a topical theme. The journal is widely read in the UK and overseas as an authoritative guide to the current state of SEN policy and practice.