MASK UP! Supporting Mask Wearing of Children With Extensive Support Needs

Since the reopening of schools after COVID-19, students and staff have been required to wear face masks. Some students, including those with extensive support needs (ESN), may have difficulty in wearing these novel protective garments. Fortunately, researchers have demonstrated the effectiveness of several procedures for supporting the wearing of similar equipment (e.g., glasses, hearing aids). In this paper, we draw upon the available research to propose a protocol for teaching students with ESN to put on and maintain the use of face masks.

Care Work Through Course Design: Shifting the Labor of Resilience

Drawing on the disability justice paradigm of care work (Piepzna-Samarasinha), this article moves to shift the labor of resilience from students to our course design, noting how models of student resilience are often tied to ableist expectations of performance and coherence. The authors share their ongoing experiments in creating disability-centric, care-centered course designs, which are meant to offer students more flexibility while respecting the required labor asked of instructors.

Maximizing Writing Interventions for Individuals Receiving Special Education Services Through Technological Applications in the Elementary Classroom

Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher's experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation.

Housing Insecurity Among Disabled Students During the COVID-19 Pandemic

The purpose of this paper is to examine rates of college students' housing insecurity from September to November 2020 during the COVID-19 pandemic, with a focus on whether there are differences in disabled and nondisabled students' housing insecurity controlling for additional demographic variables and pandemic-related experiences. Using a large sample of 70,210 students enrolled at 130 community and technical colleges and 72 four-year colleges, we discovered that students with chronic illnesses, physical disabilities, psychological disorders, and multiple disabilities had significantly greater odds of experiencing housing insecurity compared to their peers. Students with cognitive, learning, or neurological disorders or disabilities and those who had no disabilities or medical conditions had significantly lower odds of experiencing housing insecurity compared to other students.

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis

As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. Covid-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students.

Dual Pandemics: How a Global Health Crisis Exposed Educational Inequity to White, Middle-Class America

This opinion piece explores the effects of the COVID-19 pandemic on exposing educational inequity. The historically racist and discriminatory practices related to both academic instruction and discipline are long-standing in the history of American education, but have been brought to the attention of White, middle-class America as a result of the global health crisis. Specific strategies are presented as initial steps in simultaneously embedding anti-racism and addressing discriminatory policies in every American classroom, specifically related to students of color and disabled students.

Predicting Parent Trust Based on Professionals' Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child's professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals' communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals' communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents' ratings of professionals' communication competence, and professionals' use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study's findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents.

Servicios de apoyo para la inclusión educativa: Percepción de agentes educativos peruanos

El objetivo del presente artículo es analizar la percepción de los agentes educativos peruanos sobre la asesoría del equipo de los servicios de apoyo educativo para la inclusión de los estudiantes en situación de discapacidad en las instituciones educativas regulares durante el tiempo de pandemia por la COVID-19. El estudio se realizó desde el enfoque mixto;las técnicas de recolección de datos utilizada fueron el análisis documental, la entrevista y la encuesta;participaron docentes, padres y madres de familia y profesionales pertenecientes al equipo de apoyo y asesoramiento. Los principales resultados indican que el equipo de apoyo y asesoramiento para la inclusión gestiona y asesora por diversos medios de comunicación a docentes, directores y padres de familia. Por lo tanto, se promueve que todos los estudiantes en situación de discapacidad, independientemente de su clasificación, sean atendidos para evitar la exclusión educativa y conseguir su desarrollo social, afectivo, emocional y cognitivo.Alternate abstract:The objective of this article is to analyze the perception of Peruvian educational agents about the advice of the educational support services team for the inclusion of students with disabilities in regular educational institutions during the time of the COVID-19 pandemic. The study was from the mixed approach;the data collection techniques were documentary analysis, interview and survey;the participants were teachers, parents and professionals who belong to the support and counseling team. The main results indicate that the support and advisory team for inclusion manages and advises teachers, principals, and parents through various means of communication. Therefore, it is promoted that all students with disabilities, regardless of their classification, are cared for avoiding educational exclusion and achieve their social, affective, emotional and cognitive development.Alternate abstract:O objetivo deste artigo é analisar a percepção dos agentes educacionais peruanos sobre o aconselhamento da equipe de serviços de apoio educacional para a inclusão de alunos com deficiência em instituições de ensino regulares durante o período da pandemia de COVID-19. O estudo foi da abordagem mista;as técnicas de coleta de dados foram análise documental, entrevista e pesquisa;os participantes foram professores, pais e profissionais que pertencem à equipe de apoio e aconselhamento. Os principais resultados indicam que a equipe de apoio e assessoria para inclusão gerencia e aconselha professores, diretores e pais por meio de diversos meios de comunicação. Portanto, promove-se que todos os alunos com deficiência, independentemente de sua classificação, sejam cuidados para evitar a exclusão educacional e alcançar seu desenvolvimento social, afetivo, emocional e cognitivo.

Collaborating with parents during COVID-19 online teaching: special educator perspectives

Teachers whose students had trouble independently accessing the online curriculum during COVID-19 online learning had to rely heavily on parents. This paper presents findings from interviews with elementary special educators regarding their experiences collaborating with parents while teaching online. Thematic analysis generated four themes: prioritising non-academic support;increases in mutual understanding;parents implementing educational content;and providing feedback to parents. Teachers emphasised providing socio-emotional support to families and reported opportunities for teachers and parents to learn more about each other. They also highlighted several skills that were not smoothly translating to the home. Implications regarding strong teacher–parent partnerships are discussed.

Promoting the inclusion of socially disadvantaged and disabled students in European higher education

The Bologna Process (BP) seeks to harmonise higher education (HE) across the European Higher Education Area (EHEA). The social dimension of the BP was adopted to encourage member states to develop widening access measures. Countries were free to interpret guidance as they saw fit and there were no penalties for non-compliance. This chapter considers the implications of this approach for the implementation of widening access strategies in relation to disabled students and those from socially disadvantaged backgrounds. We use Eurostudent Survey and Eurostat data to analyse the inclusion of these groups of students in different countries, commenting on interpretational difficulties arising due to non-harmonised definitions and categories. It is argued that allowing countries a high degree of latitude in interpreting the meaning of widening access has resulted in widely different approaches. Harmonised categories would be helpful in ensuring greater consistency, but these might be resisted on the grounds of infringing the autonomy of individual states. Tensions between national and supra-national policy arise in many social policy fields across the EHEA and will certainly need to be addressed in the post-COVID world to avoid the entrenchment of existing social divisions. © 2023 by Emerald Group Publishing Ltd..

Students with Special Needs Online Learning Experiences during the COVID-19 Pandemic at the University of Ghana

Since the upsurge of online learning in higher educational institutions due to the COVID-19 pandemic, it is imperative to explore students' active involvement, their challenges encountered, and how these challenges were resolved in the online environment. Using semi-structured interviews, we thus explored the online experiences of 17 Students With Special Needs (SWSNs) at the University of Ghana during the Covid-19 pandemic. Findings show that all participants were actively involved in online learning during the pandemic as they participated in scheduled online lectures and were self-directed in their learning. However, there were challenges met that include an uncustomised LMS platform, a struggle to meet online task deadlines and a lack of relevant digital skills. The lecturers' collaboration and negotiation with SWSNs curtailed some of the challenges for the visually impaired as resource persons were asked to convert reading materials into braille for them. In addition, SWSNs had preferential treatment and recognition by lecturers to fully benefit from the online learning environment. The study recommends the provision of well-trained online technical support staff at the university to assist SWSNs and introduce a blended learning model to address these challenges. Such a step will lead to a positive experience of blended learning and inclusive education for all students, consequently, giving rise to a successful online learning environment.

The Pedagogic Domain and Epistemic Access in South African Higher Education: The Challenges for Students with Disabilities during the Covid-19 Pandemic

The unexpected emergence of COVID-19 pandemic has had adverse effects on diverse students' epistemic access in the context of South African higher education. While this has seen an increasing urge for research to understand epistemic access and success of disadvantaged students, there has not been a specific focus on the issue as it specifically relates to students with disabilities, who are unique in their own way, thereby requiring an intervention that considers their differences. Using the decolonial analytical framework, the article explored the challenges in the pedagogic domain, and their implications for the epistemic access of students with disabilities during the pandemic. Data were collected through the synthesis of international and South African literature on the issue, as it specifically relates to students with disabilities during the pandemic. The key finding was that the pandemic exacerbated the pedagogic challenges already confronted by students with disabilities, thereby gravely affecting their access to learning. The objective of the article was to present the pedagogic challenges and how they have limited students with disabilities' epistemic access, as exacerbated by the pandemic. This was so that interventions that could assist their learning in the "new normal", could be thought about, in the South African context, in Africa and globally.

COVID-19 Pandemic: Problems and Solution Suggestions for Disabled Women

Background: The COVID-19 pandemic poses a significant threat to the whole society. In crisis situations such as a pandemic, disadvantaged and neglected groups are more affected. Disabled women are also among the risk groups for COVID-19. Aim: This review aims to reveal the problems experienced by disabled women due to the COVID-19 pandemic and to offer the suggestion for their solutions. Methodology: The literature reviewed examined and Popular data bases such as Pubmed, Medline, and Sciencedirect and corporate websites such as WHO, UN, and UNESCO were also used. Results: Disabled women have faced a number of challenges that will constrain them during the COVID-19 pandemic. Problems such as lack of education, economic difficulties, social exclusion, discrimination, inequality, lack of access to resources, neglect, abuse and violence experienced by disabled women are more common during the COVID-19 pandemic. Conclusions: The priority needs should be determined and cooperation between sectors should be established in order to solve these problems. The awareness studies should be carried out on the effects of the pandemic on disabled women and their rights, and more effective initiatives should be taken to address the problems experienced.

Through Thick and Thin: Lower Secondary School Students' Barriers to Learning under Covid-19 Conditions

[...]as noted by the Human Rights Council of the United Na- tions (2020), under Covid-19 pandemic conditions 'students with disabilities are facing barriers on account of the absence of required equipment, access to the internet, accessible materials and support necessary to permit them to follow online school programmes. [...]many students with disabilities are being left behind, particularly students with intellectual disabilities' (p. 6). [...]the focus of the present article is on how the pandemic has affected different students, what learning barriers they have faced, and how the school can help overcome these learning barriers. [...]the results of the research and a discussion are provided on the basis of the performed inductive thematic analysis.

Covid-19 Pandemic: Project-Based Learning as Interprofessional Learning Model to Improve Student With Special Needs' Self Efficacy

Hay un énfasis particular en la educación para niños con necesidades especiales. Tienen derecho a una educación adecuada a sus necesidades. Este estudio tuvo como objetivo mejorar la autoeficacia de los estudiantes con necesidades especiales que estudiaron en escuelas primarias inclusivas mediante el uso del aprendizaje basado en proyectos. El método de investigación utilizó el cualitativo exploratorio con los instrumentos de entrevista, observación y documentación a través de la triangulación. Todos los instrumentos fueron analizados en profundidad, descriptivo narrativo. Esta investigación se realizó en las escuelas primarias inclusivas, entre otras cinco Escuelas Primarias Públicas (PES). Los hallazgos muestran que el enfoque de aprendizaje basado en proyectos en las escuelas primarias inclusivas en la pandemia de covid-19 mejoró efectivamente a los estudiantes con necesidad especial de ser activos, participativos y sentirse motivados para resolver los problemas de aprendizaje experimentados por los productos de aprendizaje producidos.Alternate :There is a particular emphasis on education for special needs children. They have a right to an education that is appropriate to their needs. This study aimed to improve the self-efficacy of students with special needs who studied in inclusive elementary schools by using project-based learning. The research method used explorative qualitative with the interview, observation, and documentation instruments through triangulation. All instruments were analyzed in-depth, descriptive narrative. This research was carried out in the inclusive elementary schools, among others were five Public Elementary Schools (PES). The findings show that the learning approach of projectbased learning at inclusive elementary schools in the covid-19 pandemic effectively improved the students with special need to be active, participatory and feel motivated to solve learning problems experienced by learning products produced

Actividad física evaluada en la clase de educación física en estudiantes de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19 (Physical activity assessed in physical education class in disabled and non-disabled high

Objective: To evaluate physical activity in physical education class in disabled and non-disabled high school students before and during the COVID-19 pandemic. Method: Participating subjects were high school students with an average age of 15.2 ± 5.7 years, 106 students without disabilities and 77 students diagnosed with disabilities, physical activity was evaluated before and during the COVID-19 pandemic using the international activity questionnaire IPAQ physics. Results: The analysis of variance (ANOVA) mixed 2 x 2 (groups x measurements), indicated that a statistically significant difference of p = .001 between the groups and p = .005 the measurements with the highest weekly energy expenditure of physical activity, in the student body without disabilities. Conclusions: When comparing the values ​​with an investigation that used the same methodological procedure, students with disabilities report higher sedentary habits than schoolchildren undiagnosed with disabilities, during the COVID-19 pandemic. Alternate : Objetivo: Evaluar la actividad física en la clase de educación física en estudiantado de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19. Método: Los sujetos participantes fueron estudiantes de secundaria con una edad promedio de 15.2±5.7 años, 106 estudiantes sin discapacidad y 77 estudiantes diagnosticados con discapacidad, la actividad física se evaluó antes y durante la pandemia por COVID-19 mediante el cuestionario internacional de actividad física IPAQ. Resultados: El análisis de varianza (ANOVA) mixtas 2 x 2 (grupos x mediciones), indicó que una diferencia estadísticamente significativa de p=.001 entre los grupos y p=.005 las mediciones con mayor gasto energético semanal de actividad física, en el estudiantado sin discapacidad. Conclusiones: Al comparar los valores con una investigación que utilizó el mismo procedimiento metodológico, el estudiantado con discapacidad reporta mayores hábitos sedentarios que escolares no diagnosticados con discapacidad, durante la pandemia por COVID-19.Alternate :Objetivo: Avaliar a atividade física em aulas de educação física em alunos do ensino médio com e sem deficiência antes e durante a pandemia de COVID-19. Método: Os sujeitos participantes foram alunos do ensino médio com idade média de 15,2 ± 5,7 anos, 106 alunos sem deficiência e 77 alunos com diagnóstico de deficiência, a atividade física foi avaliada antes e durante a pandemia COVID-19 usando o questionário internacional de atividade física IPAQ. Resultados: A análise de variância (ANOVA) mista 2 x 2 (grupos x medidas), indicou uma diferença estatisticamente significativa de p = 0,001 entre os grupos ep = 0,005 as medidas com maior gasto energético semanal de atividade física, no corpo discente sem deficiência. Conclusões: Ao comparar os valores com uma pesquisa que utilizou o mesmo procedimento metodológico, os alunos com deficiência relataram hábitos sedentários mais elevados do que os escolares não diagnosticados com deficiência, durante a pandemia do COVID-19.

Policy Dialogue: Twenty Years of Test-Based Accountability

Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. The approach, it would seem, is here to stay. Yet that is not to say that anything resembling a consensus has emerged. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it.If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed. In service of that aim, and in keeping with the mission of this feature, this Policy Dialogue explores future possibilities by starting, first, with a look at the past. In this particular case, participants were asked to address one simple question: “What have we learned from two decades of high-stakes testing?”As regular readers of HEQ are aware, these dialogues usually feature a historian in conversation with a scholar or practitioner from the world of policy. In this case, the choice of Diane Ravitch was a natural one, particularly given the fact that she is a member of HEQ's editorial board. A research professor at New York University, she is also a former assistant US secretary of education and the author of several books about measurement and accountability.Rather than select a single interlocutor, however, the editors chose to pair her with three leaders who represent the broad range of viewpoints in the field: Denise Forte, Princess Moss, and Paul Reville. Denise Forte is the interim CEO of The Education Trust. She brings to our conversation twenty years of experience in congressional staff roles, including as the staff director for the House Committee on Education and the Workforce. Princess Moss is vice president of the National Education Association and cochair of the NEA's task force on measurement and accountability. In prior work with the NEA's Executive Committee, she helped develop the group's position on reauthorization of the Elementary and Secondary Education Act—from NCLB to the Every Student Succeeds Act. Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education and former secretary of education for the Commonwealth of Massachusetts. Nearly a decade before the passage of NCLB, he played a key role in the development of the Massachusetts Education Reform Act of 1993, which instituted standards-based accountability across the state.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

La educación post-Covid y el alumnado con discapacidad o con necesidades específicas de apoyo educativo: marco normativo y experiencias

El objetivo de esta investigación es presentar un análisis de las reflexiones, valoraciones y peticiones del profesorado, alumnado y personal de gestión universitario en relación a la docencia para alumnado con necesidades específicas de aprendizaje, en un marco legal explícito de obligaciones y compromisos adquiridos. El estudio se enmarca en la experiencia de la docencia online o híbrida durante la pandemia de la COVID-19 y se comparan las declaraciones de las personas implicadas con las medidas publicadas por las universidades y las buenas prácticas existentes. Las cuestiones a las que se pretende dar respuesta son: ¿Qué medidas son importantes para el estudiantado con necesidades específicas en situaciones como la vivida? ¿Cuáles lo son para el profesorado? ¿Cómo podemos prepararnos ante nuevas situaciones de emergencia? La metodología de investigación ha consistido en una revisión documental del marco normativo y legislativo aplicable, así como en el análisis temático con base en las transcripciones de 45 entrevistas semi-estructuradas realizadas a estudiantes (27), docentes (10), y personal con responsabilidades relacionadas con el estudiantado con necesidades específicas del aprendizaje (8). Las cuestiones más problemáticas detectadas tanto por estudiantes como por docentes y personal de gestión son la no accesibilidad total de las clases en línea, las aulas virtuales, los materiales docentes, así como de los exámenes o pruebas de evaluación. Por parte del estudiantado, se destaca también el escaso acompañamiento emocional/social con el que han contado.Alternate : The aim of this research is to summarise thoughts, feelings and demands of lecturers, students and support staff in relation to special needs education, within the context of a legal framework with stated compromises and legal duties. The research is contextualized in the COVID-19 pandemics online or hybrid teaching, and it compares the statements of stakeholders with the recommendations issued by universities during this period and with existing best practices. The article aims to give an answer to the following questions: Which are the most important measures for students with special needs in this situation? Which are the most important for lecturers? How can we get ready for similar emergency situations? The methodology consisted in a review of the legal and standard framework, and a thematic analysis of 45 semi-structured interviews to students (27), lecturers (10), and support staff (8). The most problematic areas for students,lecturers and support staff are the inaccessibility of online teaching, virtual classrooms, teaching material, exams and assessment exercises. Students also emphasize the need for emotional/social support and the lack of it.

Towards the Implementation Process of Accessible Virtual Campuses in Higher Education Institutions in Latin America

Ensuring equitable and inclusive access to educational services in Higher Education Institutions (HEIs) requires the development of strategies that consider the diversity of their academic members, administrative staff, and students, as well as the use of information and communication technologies. The identification of requirements for technological accessibility in HEIs allows for the establishment of actions aimed at considering accessibility aspects in the processes of admission, permanence, and graduation, in order to support students with disabilities in their transit through these institutions. Having a systematic approach to guide the design of educational strategies in HEIs contributes to the identification of areas for improvement for the benefit of educational quality and community members. This article describes the proposal of a process based on the Plan-Do-Check-Act (PDCA) cycle, and a methodology for the implementation of accessible learning environments oriented to the implementation of an accessible virtual campus based on the establishment of five defined phases: diagnosis, planning, implementation, control, and tracing. This proposal is aimed at supporting Latin American HEIs in the integration of technological accessibility requirements from a systematic and continuous improvement approach.

A STEP CLOSER TO UNDERSTANDING RESEARCH TRENDS IN THE FIELD OF DIGITAL INCLUSION OF PERSONS WITH DISABILITIES IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Higher education institutions have a strong potential to encourage society to make significant changes, preparing individuals for active and responsible participation in society. As one of the tasks of the higher education system is to take an active role in overcoming the challenges that affect certain parts of society, especially vulnerable groups, it should be able to provide equal opportunities for all students. Digital competences in education are crucial today, so the question arises as to whether sufficient investment is being made into research in this field. The aim of this paper is to offer a systematic literature review that focuses on two types of research currently conducted in the field of digital inclusion in education: (i) use and adaptation of digital educational tools for students with disabilities and (ii) digital competences of teachers. For the purposes of the research, the method of content analysis of recent scientific papers was used. The search analysis was conducted from March to April 2022, while the search of papers in Scopus and Web of Science databases was limited to the period from 2019 to 2022. Terms used in the search were as following: digital competencies, disabilities, higher education. This review includes an analysis of existing concepts of digital inclusion of persons with disabilities in the higher education process as well as proposed methods for assessing digital competencies of teachers in higher education and pursues three objectives: (i) to describe the concepts of digital inclusion, (ii) to provide an overview of trends and (iii) to identify challenges in assessing the digital competences of teachers in higher education related to digital inclusion. Through consideration of these goals, this paper presents an innovative approach to research in this field and emphasizes the need to conduct similar research to promote the development of higher education.