Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: A scoping review

作     者：Indre Bakaniene Martyna Dominiak-Świgoń Miguel Augusto Meneses da Silva Santos Dimitris Pantazatos Mary Grammatikou Marco Montanari Irene Virgili Giovanni Galeoto Paolo Flocco Laura Bernabei Audrone Prasauskiene 

作者机构：a Department of Children's Rehabilitation Lithuanian University of Health Sciences Kaunas Lithuania b Poznan Supercomputing and Networking Center Institute of Bioorganic Chemistry Polish Academy of Sciences Poznan Poland c Centre for Research and Innovation in Education School of Education Polytechnic Institute of Porto Porto Portugal d School of Electrical & Computer Engineering National Technical University of Athens Zografou Greece e ISO Department Sapienza University of Rome Rome Italy f Universita degli Studi Roma Tre Centro di Ateneo per lo Studio di Roma Casa Santa Rosa Rehabilitation Center Roma Italy g Department of Human Neurosciences Sapienza University of Rome Rome Italy h Department of Human Neuroscience Sapienza University of Rome Rome Italy i Mental Health Department Sapienza University Rome Italy 

出 版 物：《Australian Journal of Developmental Disabilities》 

年 卷 期：2023年第48卷第2期

页      面：105-116页

主　　题：Children COVID-19 pandemic disabilities online learning special educational needs 

摘      要：ABSTRACTABSTRACTBackgroundThe COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND).MethodIn total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were *** challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with *** findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.