{"id":7885,"date":"2025-10-17T13:56:15","date_gmt":"2025-10-17T06:56:15","guid":{"rendered":"https:\/\/aidran.org\/?page_id=7885"},"modified":"2025-10-17T13:56:15","modified_gmt":"2025-10-17T06:56:15","slug":"inclusive-education-during-pandemic","status":"publish","type":"page","link":"https:\/\/aidran.org\/id\/collaborative-research\/inclusive-education-during-pandemic\/","title":{"rendered":"Inclusive education during Pandemic"},"content":{"rendered":"<p class=\"wp-block-paragraph\">Inclusive education&nbsp;during the pandemic&nbsp;required redesigning teaching,&nbsp;support, and&nbsp;policy so every&nbsp;learner\u2014especially&nbsp;those with disabilities&nbsp;and other marginalized&nbsp;groups\u2014could&nbsp;access and participate&nbsp;in learning amid&nbsp;closures and&nbsp;remote\/hybrid&nbsp;formats.<a rel=\"noreferrer noopener\" target=\"_blank\" href=\"https:\/\/www.ibe.unesco.org\/en\/node\/103\"><\/a>\u200b<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">What changed<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>School closures\u00a0at the peak of\u00a0COVID-19 left\u00a0up to 85% of\u00a0learners out\u00a0of classrooms, exposing and\u00a0widening pre\u2011existing inequities in access, accessibility, and support, particularly\u00a0for learners\u00a0with disabilities\u00a0and low\u2011income\u00a0families.<a href=\"https:\/\/social.desa.un.org\/sdn\/leveraging-lessons-from-the-covid-19-crisis-for-learners-with-disabilities\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Emergency\u00a0remote learning\u00a0often lacked\u00a0captioning, sign\u00a0language, screen\u2011reader compatibility, tactile materials, and reliable\u00a0connectivity\u00a0or devices, creating\u00a0a dual divide: digital access\u00a0and accessible\u00a0content.<a href=\"https:\/\/iite.unesco.org\/publications\/the-impact-of-covid-19-on-the-education-of-persons-with-disabilities\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Key barriers<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Accessibility\u00a0gaps: many platforms\u00a0and materials\u00a0were not designed\u00a0to meet diverse\u00a0needs (e.g.,\u00a0blind and deaf\u00a0learners), limiting\u00a0participation\u00a0and learning\u00a0continuity.<a href=\"https:\/\/social.desa.un.org\/sdn\/leveraging-lessons-from-the-covid-19-crisis-for-learners-with-disabilities\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Support disruptions: therapy, individualized\u00a0services, and\u00a0in\u2011class accommodations\u00a0were interrupted\u00a0or hard to replicate\u00a0at home without\u00a0trained personnel\u00a0and adapted resources.<a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9877645\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Family burden: parents reported\u00a0difficulty obtaining\u00a0affordable data, devices, and\u00a0guidance to support\u00a0learning, amplifying learning\u00a0loss and reintegration concerns.<a href=\"https:\/\/www.inclusive-education-initiative.org\/blog\/emerging-covid-19-pandemic-social-inclusion-approach-educating-learners-disabilities\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Effective&nbsp;practices<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Universal\u00a0Design for Learning: offering multiple\u00a0ways to engage, represent, and\u00a0express learning\u00a0helped accommodate\u00a0varied needs\u00a0across remote\u00a0and hybrid contexts.<a href=\"https:\/\/www.unesco.org\/en\/articles\/revised-guidelines-inclusion-learners-disabilities-open-and-distance-learning-odl\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Twin\u2011track\u00a0approach: combine\u00a0mainstream system\u00a0improvements\u00a0(e.g., accessible\u00a0platforms) with\u00a0targeted supports\u00a0(e.g., assistive tech, therapy\u00a0continuity) for\u00a0learners with\u00a0disabilities.<a href=\"https:\/\/www.inclusive-education-initiative.org\/blog\/emerging-covid-19-pandemic-social-inclusion-approach-educating-learners-disabilities\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Family\u2011centered collaboration: teachers co\u2011planned with\u00a0parents, curated\u00a0core content, used simple\u00a0LMS tools, and\u00a0provided feedback\u00a0loops to sustain\u00a0participation\u00a0and reduce overload.<a href=\"https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/14749041241236895\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Policy&nbsp;and system moves<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Inclusive recovery: agencies emphasized\u00a0that education\u00a0recovery strategies\u00a0must prioritize\u00a0inclusion and\u00a0equity, not just\u00a0learning loss\u00a0remediation.<a href=\"https:\/\/www.unesco.org\/en\/covid-19\/education-response\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Capacity\u00a0building: teacher\u00a0professional\u00a0development on\u00a0inclusive pedagogy, accessible\u00a0digital content, and blended\u00a0teaching was\u00a0a recurring recommendation\u00a0across regions.<a href=\"https:\/\/www.frontiersin.org\/journals\/education\/articles\/10.3389\/feduc.2022.969737\/full\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Data and\u00a0monitoring: disability\u2011disaggregated data\u00a0and stakeholder\u00a0feedback (parents, teachers, persons\u00a0with disabilities) informed iterative\u00a0improvements\u00a0and resource\u00a0targeting.<a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8426293\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Technology&nbsp;and access<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Low\u2011tech\/No\u2011tech options:\u00a0radio, TV, printed\u00a0packets, and\u00a0phone tutoring\u00a0maintained contact\u00a0where connectivity\u00a0and devices were\u00a0scarce.<a href=\"https:\/\/www.unesco.org\/en\/covid-19\/education-response\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Accessibility\u00a0features: captions, sign language, alt\u2011text, screen\u2011reader friendly\u00a0formats, and\u00a0simple device\u2011agnostic design\u00a0improved reach\u00a0and usability.<a href=\"https:\/\/iite.unesco.org\/publications\/the-impact-of-covid-19-on-the-education-of-persons-with-disabilities\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Teacher&nbsp;experiences<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Educators reported\u00a0stress, role\u00a0strain, and resource\u00a0gaps but also\u00a0developed collaborative\u00a0networks, negotiated\u00a0roles with parents, and focused\u00a0on essential\u00a0content to support\u00a0all learners\u2019 participation.<a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9877645\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Cross\u2011country\u00a0comparisons highlighted\u00a0differing readiness\u00a0levels and underscored the need\u00a0for systemic\u00a0support for inclusive\u00a0digital pedagogy and individualized\u00a0adjustments.<a href=\"https:\/\/www.inclusive-education-in-action.org\/resources\/inclusive-education-and-pandemic-aiming-resilience-key-european-measures-and-practices\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Recommendations<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Design for\u00a0inclusion first: mandate accessibility\u00a0standards for\u00a0platforms and\u00a0content; embed\u00a0UDL in curriculum, assessment,\u00a0and materials\u00a0development.<a href=\"https:\/\/www.unesco.org\/en\/articles\/revised-guidelines-inclusion-learners-disabilities-open-and-distance-learning-odl\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Sustain targeted\u00a0supports: fund\u00a0assistive technologies, therapy continuity, and personalized\u00a0plans that travel\u00a0across home\u2011school environments.<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED615189.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n\n\n\n<li>Strengthen partnerships: formalize roles\u00a0for families, disability organizations, and community\u00a0services in contingency\u00a0plans and everyday\u00a0schooling.<a href=\"https:\/\/www.inclusive-education-initiative.org\/knowledge-repository\/learners-disabilities-covid-19-school-closures-findings-global-survey\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a>\u200b<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>Inclusive education&nbsp;during the pandemic&nbsp;required redesigning teaching,&nbsp;support, and&nbsp;policy so every&nbsp;learner\u2014especially&nbsp;those with disabilities&nbsp;and other marginalized&nbsp;groups\u2014could&nbsp;access and participate&nbsp;in learning amid&nbsp;closures and&nbsp;remote\/hybrid&nbsp;formats.\u200b What changed Key barriers Effective&nbsp;practices Policy&nbsp;and system moves Technology&nbsp;and access Teacher&nbsp;experiences Recommendations<\/p>","protected":false},"author":140744774,"featured_media":0,"parent":7875,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_seo_schema_type":"","_wpcom_ai_launchpad_about_page":false,"_wpcom_ai_launchpad_gallery_page":false,"_wpcom_ai_launchpad_contact_page":false,"_wpcom_ai_launchpad_events_page":false,"_wpcom_ai_launchpad_video_page":false,"_wpcom_ai_launchpad_portfolio_piece":false,"_jetpack_hide_featured_image":false,"_jetpack_featured_image_duplicate_dismissed":0,"footnotes":""},"class_list":["post-7885","page","type-page","status-publish","hentry"],"blocksy_meta":[],"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pa192v-23b","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/pages\/7885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/users\/140744774"}],"replies":[{"embeddable":true,"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/comments?post=7885"}],"version-history":[{"count":2,"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/pages\/7885\/revisions"}],"predecessor-version":[{"id":7887,"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/pages\/7885\/revisions\/7887"}],"up":[{"embeddable":true,"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/pages\/7875"}],"wp:attachment":[{"href":"https:\/\/aidran.org\/id\/wp-json\/wp\/v2\/media?parent=7885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}