Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen

Inmaculada  Fajardo Bravo; Nadina Gómez-Merino; Mickaël Jury; Susanna Mannik; Emily McDougal; Nina Klang; Timo Lüke; Anne-Laure Perrin; Evdokia Pittas; Erica Ranzato; Ana Luisa Rubio Jimenez; Kati Sormunen; Jo Van Herwegen; Pirjo Aunio

Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen

Inmaculada Fajardo Bravo, Nadina Gómez-Merino, Mickaël Jury, Susanna Mannik, Emily McDougal, Nina Klang, Timo Lüke, Anne-Laure Perrin, Evdokia Pittas, Erica Ranzato, Ana Luisa Rubio Jimenez, Kati Sormunen, Jo Van Herwegen, Pirjo Aunio (Editor)

Research output: Book/Report › Commissioned report

Abstract

The global pandemic caused by COVID-19 has interrupted many routines and
practices, including the education of young people. Many students are currently
receiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for teachers and educational professionals of mainly primary and secondary school students by offering insights from relevant research to ensure that students with SEN can reach their full learning potentials during online education provision.
We recognize that students with SEN are a diverse group in terms of identified
groups, abilities and skills but generally include students who need additional support in order to access the mainstream curriculum and meet their full potential. As such the guidance provided here is not prescriptive for all students with SEN but aims to help teachers and parents to consider barriers and facilitating factors that might impact on students with SEN to fully access online teaching materials and lessons.

Original language	English

Place of Publication	Leuven
Publisher	European Association for Research on Learning and Instruction EARLI
Number of pages	31
Publication status	Published - 2020
MoE publication type	D4 Published development or research report or study

Fields of Science

516 Educational sciences

Access to Document

EARLI guidelines_COVID online inclusion_0Final published version, 553 KB
EARLI SIG15 Ohjeita erityisoppilaiden verkko-opetukseenFinal published version, 376 KB

https://earli.org/node/38

EARLI SIG 15: Special Educational Needs Biennial Meeting 2020
Kati Sormunen (Attendee)
10 Aug 2020 → 12 Aug 2020
Activity: Participating in or organising an event types › Organisation and participation in conferences, workshops, courses, seminars

Cite this

Fajardo Bravo, I., Gómez-Merino, N., Jury, M., Mannik, S., McDougal, E., Klang, N., Lüke, T., Perrin, A-L., Pittas, E., Ranzato, E., Rubio Jimenez, A. L., Sormunen, K., Van Herwegen, J., & Aunio, P. (Ed.) (2020). Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen. European Association for Research on Learning and Instruction EARLI. https://earli.org/node/38

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title = "Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityist{\"a} tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen",

abstract = "The global pandemic caused by COVID-19 has interrupted many routines andpractices, including the education of young people. Many students are currentlyreceiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for teachers and educational professionals of mainly primary and secondary school students by offering insights from relevant research to ensure that students with SEN can reach their full learning potentials during online education provision.We recognize that students with SEN are a diverse group in terms of identifiedgroups, abilities and skills but generally include students who need additional support in order to access the mainstream curriculum and meet their full potential. As such the guidance provided here is not prescriptive for all students with SEN but aims to help teachers and parents to consider barriers and facilitating factors that might impact on students with SEN to fully access online teaching materials and lessons.",

keywords = "516 Educational sciences",

author = "{Fajardo Bravo}, Inmaculada and Nadina G{\'o}mez-Merino and Micka{\"e}l Jury and Susanna Mannik and Emily McDougal and Nina Klang and Timo L{\"u}ke and Anne-Laure Perrin and Evdokia Pittas and Erica Ranzato and {Rubio Jimenez}, {Ana Luisa} and Kati Sormunen and {Van Herwegen}, Jo",

editor = "Pirjo Aunio",

year = "2020",

language = "English",

publisher = "European Association for Research on Learning and Instruction EARLI",

address = "Belgium",

}

Fajardo Bravo, I, Gómez-Merino, N, Jury, M, Mannik, S, McDougal, E, Klang, N, Lüke, T, Perrin, A-L, Pittas, E, Ranzato, E, Rubio Jimenez, AL, Sormunen, K, Van Herwegen, J & Aunio, P (ed.) 2020, Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen. European Association for Research on Learning and Instruction EARLI, Leuven. <https://earli.org/node/38>

Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen. / Fajardo Bravo, Inmaculada ; Gómez-Merino, Nadina; Jury, Mickaël et al.

Leuven : European Association for Research on Learning and Instruction EARLI, 2020. 31 p.

Research output: Book/Report › Commissioned report

TY - BOOK

T1 - Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen

AU - Fajardo Bravo, Inmaculada

AU - Gómez-Merino, Nadina

AU - Jury, Mickaël

AU - Mannik, Susanna

AU - McDougal, Emily

AU - Klang, Nina

AU - Lüke, Timo

AU - Perrin, Anne-Laure

AU - Pittas, Evdokia

AU - Ranzato, Erica

AU - Rubio Jimenez, Ana Luisa

AU - Sormunen, Kati

AU - Van Herwegen, Jo

A2 - Aunio, Pirjo

PY - 2020

Y1 - 2020

N2 - The global pandemic caused by COVID-19 has interrupted many routines andpractices, including the education of young people. Many students are currentlyreceiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for teachers and educational professionals of mainly primary and secondary school students by offering insights from relevant research to ensure that students with SEN can reach their full learning potentials during online education provision.We recognize that students with SEN are a diverse group in terms of identifiedgroups, abilities and skills but generally include students who need additional support in order to access the mainstream curriculum and meet their full potential. As such the guidance provided here is not prescriptive for all students with SEN but aims to help teachers and parents to consider barriers and facilitating factors that might impact on students with SEN to fully access online teaching materials and lessons.

AB - The global pandemic caused by COVID-19 has interrupted many routines andpractices, including the education of young people. Many students are currentlyreceiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for teachers and educational professionals of mainly primary and secondary school students by offering insights from relevant research to ensure that students with SEN can reach their full learning potentials during online education provision.We recognize that students with SEN are a diverse group in terms of identifiedgroups, abilities and skills but generally include students who need additional support in order to access the mainstream curriculum and meet their full potential. As such the guidance provided here is not prescriptive for all students with SEN but aims to help teachers and parents to consider barriers and facilitating factors that might impact on students with SEN to fully access online teaching materials and lessons.

KW - 516 Educational sciences

M3 - Commissioned report

BT - Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen

PB - European Association for Research on Learning and Instruction EARLI

CY - Leuven

ER -

Guidance for the inclusion of students with Special Educational Needs for online learning / Ohjeita erityistä tukea tarvitsevien oppijoiden inklusiiviseen verkko-opetukseen

Abstract

Fields of Science

Access to Document

Activities

EARLI SIG 15: Special Educational Needs Biennial Meeting 2020

Cite this