Education and disabilities in the time of Covid-19
Giulia Bini, Silvia Carpi, Michela Santangelo, Stefania Bargagna
This study explores the experience of distance learning, during the Covid-19 health emergency, in parents and special education teachers of children with intellectual disabilities taken in charge by the IRC (Istituto Riabilitazione Calambrone) of Fondazione IRCCS Stella Maris. The objective of the investigation is to examine, through brief questionnaires, the difficulties linked to the application of this teaching methodology, in order to raise awareness about the topic of inclusive teaching. We found that distance learning stresses on the importance of the emotional-relational aspect of learning, especially for children with intellectual disabilities. Furthermore, it increases the so-called digital divide, given the need of tools suitable for class participation, and the psychological impact on families and caregivers, who may benefit from the reciprocal support between school and the rehabilitation services on the territory. Future research could investigate the application of a new way of doing distance learning, based on inclusion and tailored teaching, in order to diminish the effects on psychological health and protect the quality of life.
Keywords
Distance learning, health emergency, intellectual disability, inclusive teaching, family school alliance.