COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic

ABSTRACT

The closure of school buildings due to COVID-19 created a challenge for parents and teachers supporting children’s remote learning. This paper presents findings of a study that explored whether parents of children with special educational needs and disabilities (SEND) experienced an unusually challenging period and what obstacles they faced. An online survey was sent to parents during the first (March–June 2020) and second (January–March 2021) lockdowns in England: a total of 141 voluntary participants responded. Thematic data analysis identified three significant themes: Infrastructure (Quality and efficacy of resources; Access to school’s virtual learning environment); Impact on parent (Perceived lack of ability or understanding; Relationships; Time; Mental health); Impact on child (Reduced stress and anxiety; Need for routine). Recommendations for schools include collaborating with parents to ensure children with SEND achieve greater equality and inclusivity in educational provision, by developing blended models for in-school and remote learning.

KEYWORDS:

• Remote learning
• inclusive education
• parents
• special educational needs and disability (SEND)
• COVID-19 pandemic

Disclosure statement

No potential conflict of interest was reported by the author(s).