|Author(s)||Prof.in Edvina Bešić, PhD Prof.in Dr.in Andrea Holzinger Prof.in Mag.a Ursula Komposch Prof. David Wohlhart, BEd|
|Institution(s)||University College of Teacher Education Styria Kirchliche Pädagogische Hochschule der Diözese Graz-Seckau|
|Maybe further partner(s)|
|Theoretical framework/approach||Through the use of digital media and assistive technologies, educational opportunities for students with disabilities can be adapted to their specific visual, auditory, and haptic needs (Zorn, Schluchter, & Bosse, 2019). Digitalization, however, can also create or reinforce social inequalities, as the use of digital media depends on the "respective educational, cultural, social, and financial resources" (Niesyto, 2019, p. 39). This was also confirmed during the Corona pandemic-induced (digital) distance learning, where educational gaps became apparent especially among students from families with low socioeconomic status, students with a first language other than German, and students with a disability (Kuhfeld et al., 2020; European Academy of Paediatrics, 2020; Goldan, Geist, & Lütje-Klose, 2020).|
What practices, opportunities, and challenges do teachers in inclusive elementary school settings describe regarding the participation of students* with disabilities in (digital) distance learning during the corona-related school closure in spring 2020?
|Themes / topics|
Distance learning; Corona-Pandemic; Inclusive classrooms
|Main findings of study / highlights|
|Desig of data collection|
Online questionnaire with mainly open questions.
|Time(s) of data collection||June 2020|
|Kind of sampling, kind and number of sample|
Bešić, E., & Holzinger, A. (2020). Fernunterricht für Schüler*innen mit Behinderungen: Perspektiven von Lehrpersonen.[Distance learning for students* with disabilities: Teachers’ Perspectives] Zeitschrift Für Inklusion, (3). Abgerufen von https://www.inklusion-online.net/index.php/inklusion-online/article/view/580