Investigating the Educational Experiences of Students With Disabilities During the COVID-19 Disruption: An International Perspective

• In Event: Inclusion and Accessibility in Educational Assessment SIG (#96) Paper Session

Abstract

The purpose of this study was to examine the educational experiences of middle school students with disabilities (SWDs) during the COVID-19 school disruption in five countries: Burkina Faso, Denmark, Ethiopia, Kenya, and United Arab Emirates. We conducted a secondary analysis of an international dataset consisting of students’ responses to a survey about their school and teacher support, schoolwork, learning experiences, learning progress, and feelings during the disruption. The results indicated that SWDs’ needs for support increased during the pandemic. Additionally, SWDs had statistically significantly higher ratings of teacher support, schoolwork, and feelings during the school disruption than students without disabilities, indicating greater satisfaction. These findings contribute to the international research on the education of SWDs since the pandemic began.

Authors

• Tuba Gezer, The Ohio State University
  Presenting Author

• Alexandra Shelton, Johns Hopkins University
  Presenting Author