Teaching and Supporting Students with Disabilities During Times of Crisis

Pavan John Antony is Full Professor of Special Education at Ruth S. Ammon College of Education and Health Sciences at Adelphi University, New York. Stephen Mark Shore is Associate Clinical Professor of Special Education at Ruth S. Ammon College of Education and Health Sciences at Adelphi University, New York, focusing on aligning best practices in supporting autistic people to lead fulfilling and productive lives.

Contributor Bios

Preface

Prologue

Section 1: Homeschooling during the pandemic

Chapter 1: Education during the Pandemic: United States

Access to Education During the Pandemic

Voices from the Field

Common Themes That Emerged from the above Cases

Support Strategies to Consider for People with Disabilities and Their Families

Conclusion

References

Section 2: Social Emotional Well Being

Chapter 2: Promoting the Mental Health and Wellbeing of Children with Disabilities: Algeria

Introduction

Disability and Education in Algeria

The Pandemic’s Effects on Schools and Mental Health

Methodology

Study Findings

Mental Health Experiences of Children with Disabilities

Mental Health Experiences of Parents of Children with Disabilities

Supporting Children with Disabilities During the Pandemic

Redesigning Education to Promote Mental Health and Wellbeing

References

Section 3: Voices from Developing Countries

Chapter 3: Impact of Covid-19 on the Wellbeing of Children with Disabilities: Bangladesh

Authors Note

Introduction

Current Situation of Children with Disability: Legal and Social Protections

Challenges for Children with Disabilities During National Crisis in Bangladesh

Experiences of Children with Disabilities and Their Families in Bangladesh

Children with Locked-in Syndrome and Survival in Question During Covid-19

Children with Intellectual Disabilities and Covid-19

Children with Congenital Disabilities and Uncertainty about Self-help

Children with Autistic Syndrome and Deprived of Religious Practices

Children with Disabilities, Stigma, and Social Exclusion

Challenges to Support Children with Disabilities During Crisis

Responses to Support for Children with Disabilities

Discussions and Lessons Learned

Policy Strategies in Helping Children with Disabilities in Crisis

Conclusion

References

Chapter 4: A snapshot during the pandemic: Iraq

Introduction

Country and Geographical Location

Historical Background

Background of the Legal System

Challenges

Covid 19-crisis

Efforts to Overcome Crisis

Lessons Learned

Effective Strategies

Conclusion

References

Chapter 5: Parenting Children with Autism Spectrum Disorder: India

Introduction

Constitutional Provisions for Disability in India

Legal Provisions on Disability in India

Decoding Autism Spectrum Disorder (ASD)

Methodology

Autism Does Not Come with a Manual; It Comes with a Parent Who Never Gives Up

The Pandemic: A Boon or a Bane?

Findings & Discussion

Limitations and Conclusion

References

Section 4: NGOs Making a Difference

Chapter 6: Opportunity and Innovations by Centro Ann Sullivan: Peru

Introduction

Legal Systems and Education for Children with Disabilities in Peru

Other Relevant Crisis in the Country

Centro Ann Sullivan Del Peru - CASP: A Unique Model Program for Children with Different Abilities in Peru

Real-life Experiences During the Pandemic

The Pandemic Arrived in Peru

CASP’s Virtual Model of Education

Results of Virtual Education for Families

One Parents Testimony

Results of Virtual Education for Students

Impact of the Pandemic on Student Workers Who Were Employed

Results of Virtual Education for the Staff

Lessons Learned

Conclusion

Chapter 7: A Natural Functional Approach to help People with Disabilities and Their Families: Brazil

The Ann Sullivan Center of Brazil - Ribeirão Preto (CASB-RP)

Before the Pandemic

The Pandemic

Remote Activities

New Challenges

Reflections and Future Directions

References

Section 5: Universal Design in Learning

Chapter 8: Teaching and Learning through UDL: Chile

Abstract

When Classes were Not in Classrooms

Traditional Teaching-centered Education Barriers

Teaching as a Means and Learning as a Goal

The Importance of Connectivity and Technological Resources in Flexible Learning

Background of the Course, Redesigning Education

How Affective Networks Were Addressed

Access to Learning: Providing Options to Recruit Interest.

Building of Learning: Providing Options to Sustain Effort and Persistence

Internalization of Learning: Providing Options for Self-regulation

How Recognition Networks Were Addressed

Access to Learning: Options for Perception

Building of Learning: Options for Language and Symbols

Internalization of Learning: Options for Comprehension

How Strategic Networks Were Addressed

Access to Learning: Options for Physical Action

Building of Learning: Options for Expression and Communication

Internalization of Learning: Options for Executive Function.

Conclusion

Acknowledgment

References

Section 6: Struggle for Inclusivity

Chapter 9: Individualistic and Collective shielding approaches: France

Introduction

Introducing the Country

France in the Covid Crisis: School closures and collective measure

Collective Measures

Individual Shielding Measures

Digital Green Certificate and Vaccination

People With Disabilities During the Covid Crisis

Collective Measures

Individual Shielding Measures

Students With a Visual Impairment and Presentation of the Population with a Visual Impairment

Collective Measures: Teleworking and Pedagogical Continuity

Individual Shielding Measures Consequences

Students With a Neurodevelopmental Disorder

Presentation of the Population with an ADHD

Collective Measures

Individual Measures

Conclusion

References

Chapter 10: Solving Problems to Support Children and Families: Japan

Abstract

Policies for Persons with Disabilities

Current Main Services

Relevant Crises and Support for People with Disabilities

Natural Disasters

Survey Reports

Challenges Faced by PWD and Efforts Made to Resolve Them

The Problem and Correspondences

Lessons Learned

Support for Persons (Children) With Disabilities During Covid-19

Conclusion

Acknowledgments

Chapter 11: Instructional Design and Delivery during the Pandemic: Taiwan

Introduction

Education of Children with Disabilities in Taiwan

The Epidemic Lessons Before Covid-19

Enterovirus Infection Outbreak in 1998 and Hand Hygiene Development

Sars Outbreak in 2003 and the Improvement in Epidemic Education in Schools

The Covid-19 Outbreak: Contingency Plan of Administration and Implementation in Taiwan

Before the Domestic Outbreak: January 2020 to Mid-May 2021

After the Domestic Outbreak: After Mid-May 2021

Issues in Distance Education

Challenges and Suggestions

Instructional Design

Instructional Delivery

Organizing the Curriculum

Conclusions

References

Chapter 12: Challenges, Best Practices and Solutions: Qatar

Introduction

Brief Introduction of the Background of Education for Persons with Disabilities (PWD) in Qatar

The Impact of the Covid-19 Pandemic and Lockdown in Qatar on PWD in Qatar

Barriers to Distance Learning for Students with Disabilities Post-pandemic

Lesson Learned

Conclusion

Resources

Chapter 13: Remedy in Desperation: Turkey

Introduction

Legal System and Offered Services for the Individuals with Disabilities in Turkey

Approaches to the Individuals During Disasters and the Pandemic in Turkey

Possible Strategies for a Better Approach

Conclusion

References

Conclusion

Chapter 14: Lessons Learned from Around the World

Index