Teaching in a global pandemic: Experiences of five educators supporting students with disabilities in inclusive classrooms in the United States

Authors

Adam Moore, Roger Williams UniversityFollow
Abigail Higgins, Roger Williams University
Carly Doulette, Roger Williams University
Kayla Hoff, Dr. William W. Henderson K-12 Inclusion School, Boston
Simoneil Sarbh, Dr. William W. Henderson K-12 Inclusion School, Boston

Document Type

Book Chapter

Publication Title

Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and Perspectives Around the Globe

Comments

In L. Meda, & J. Chitiyo (Eds.), Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and Perspectives Around the Globe. New York: Springer

Abstract

The global coronavirus disease 2019 (COVID-19) pandemic has had an unprecedented impact on the learning of children around the world. This chapter explores five educators’ experiences teaching and observing students with disabilities included in general education classrooms in the United States during the pandemic. Qualitative analyses revealed three salient components to championing inclusive practices during the pandemic: (a) focusing on social emotional well-being; (b) ensuring academic access; and (c) fostering family/caregiver partnerships. Practical examples and resources to guide educators in providing inclusive and equitable pedagogies during the pandemic are included.

DOI

10.1007/978-3-031-10642-2_14

Recommended Citation

Moore, A., *Higgins, A., *Doulette, C., Hoff, K., & Sarbh, S. (in press, 2022). Teaching in a global pandemic: Experiences of five educators supporting students with disabilities in inclusive classrooms in the United States. In L. Meda, & J. Chitiyo (Eds.), Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and Perspectives Around the Globe. New York: Springer.