Fajardo Bravo, I; Gómez-Merino, N; Jury, M; Mannik, S; McDougal, E; Klang, N; Lüke, T; + view all Fajardo Bravo, I; Gómez-Merino, N; Jury, M; Mannik, S; McDougal, E; Klang, N; Lüke, T; Perrin, A-L; Pittas, E; Ranzato, E; Rubio Jimenez, AL; Sormunen, K; Van Herwegen, J; - view fewer (2020) Guidance for the inclusion of students with Special Educational Needs for online learning. European Association for Learning and Instruction: London, UK.

Text EARLI guidelines_COVID online inclusion (1).pdf - Published Version Access restricted to UCL open access staff Download (566kB)

Abstract

The global pandemic caused by COVID-19 has interrupted many routines and practices, including the education of young people. Many students are currently receiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for teachers and educational professionals of mainly primary and secondary school students by offering insights from relevant research to ensure that students with SEN can reach their full learning potentials during online education provision. We recognize that students with SEN are a diverse group in terms of identified groups, abilities and skills but generally include students who need additional support in order to access the mainstream curriculum and meet their full potential. As such the guidance provided here is not prescriptive for all students with SEN but aims to help teachers and parents to consider barriers and facilitating factors that might impact on students with SEN to fully access online teaching materials and lessons.

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