Manuscript received May 25, 2022; revised July 6, 2022; accepted July 13, 2022.
Abstract—The present research examines the way in which
Emergency Remote Teaching (ERT) affected students with
Special Educational Needs and/or Disability (SEND) during the
COVID-19 pandemic. Qualitative descriptive analysis by hand
and AI-based/linguistic analysis was performed on the
interviews of 12 parents of students with SEND. The results
revealed a). how students responded to those special learning
conditions, b). how the special educational needs or disabilities
of those children affected their attendance on the online courses,
and c). how their parents judged the educational dimension of
ERT, along with any changes noticed in the psychological and
emotional state of their children. Parents highlighted the overall
negative impact of ERT on children with SEND.
Index Terms—COVID-19, special educational needs and/or
disability (SEND), emergency remote teaching (ERT), inclusive
education, linguistic analysis, artificial intelligence
The authors are with the Humanistic and Social Informatics Laboratory
(HILab), Ionian University, Department of Informatics, 7 Tsirigoti Square,
Corfu, Greece.
*Correspondence: c20tzim@ionio.gr (S.T.)
Cite: Spyridon Tzimiris*, Stefanos Nikiforos, and Katia Lida Kermanidis, "The Effect of Emergency Remote Teaching on Students with Special Educational Needs and/or Disability during the COVID-19 Pandemic: The Parents‘ View," International Journal of Information and Education Technology vol. 13, no. 4, pp. 684-689, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).