ABSTRACT
The objective of this study is to gain insight into the legal measures taken to cater for disabled students in compulsory education in the autonomous communities of Spain during the last trimester of the 2019-2020 school year. A comparative methodology was employed, with an analysis based on six dimensions determined a priori: adaptations for curriculum access, adaptation of curricula, Universal Design for Learning, project-based learning, teacher support, and family support. The results indicate disparity between the autonomous communities of Spain, and that not all UNESCO strategies to address barriers and offer inclusive responses during the school closures caused by the COVID-19 crisis were taken into account. © 2022, Revista Electrónica de Investigación Educativa. All rights reserved.
ABSTRACT
The exceptionality derived from the situation of confinement due to the COVID-19 pandemic has affected all areas of our functioning as a society: relational, health, economic, etc. and of course, education. This study focuses on the impact on these areas and the role played by aspects such as resilience, online social capital and life satisfaction. To this end, an exploratory quantitative study was carried out on 343 university students. The most important conclusion is to note the strong impact that confinement has had on the life situation of students, mainly in the psychological and academic fields, and the important role of the relationship with life satisfaction and resilience. We conclude with the need to work on the issue of resilience from the university and we offer a series of keys to that end.