Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2021-12-30 DOI:10.18251/ijme.v23i3.3011

S. Porter, Kai J. Greene, M. Esposito

引用次数: 4

Abstract

This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.

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残疾学生在虚拟学习环境中的访问和融入：对疫情后教学的启示

本文回顾了现有文献，显示新冠肺炎疫情对残疾学生接受包容性教育的影响。它还探讨了新冠肺炎大流行期间远程学习和学校关闭对特殊教育学生及其家人的法律权利、社会情感支持和教学质量的不成比例的影响。早期数据显示，新冠肺炎对教育的影响加剧了长期存在的不平等问题；这些影响可能会对这群服务不足的学生产生长期影响。作者介绍了一些框架，这些框架可以为未来的教学实践提供信息，以便在虚拟学习环境中成功地教授残疾学生。

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

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).