Inequality in the Schooling Experiences of Disabled Children and Their Families During COVID-19

Tittle: Inequality in the Schooling Experiences of Disabled Children and Their Families During COVID-19

ISSN: 14793547

DOI: 10.1108/S1479 354720230000013008

Publisher: Emerald Group Publishing Limited; ELSEVIER BV; Emerald Publishing Limited

Language: English

URL: https://www.emerald.com/insight/content/doi/10.1108/S1479-354720230000013008/full/html

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Research Objective

To examine how the schooling experiences of disabled children have changed during COVID-19, how families' engagement, advocacy, and support of their children have shifted during the pandemic, and how race, class, and other axes of inequality shape these processes.

Research Subject

Families of disabled children and their schooling experiences before and during the COVID-19 pandemic.

Research Time

The period during the COVID-19 pandemic, focusing on the time before and during the pandemic for comparative analysis.

Research Location

Various locations where the families of disabled children reside, likely covering diverse demographic areas to capture a range of experiences.

Research Reason

To understand the impact of COVID-19 on disabled children's education and to highlight how existing inequalities related to race, class, linguistic status, and gender have been exacerbated by the pandemic. The research aims to provide insights into ableism and other systems of oppression in schools and to inform policy for more equitable educational services.

Processing Data and Research Methods

Data was processed using semi-structured interviews with families of disabled children. The interviews were analyzed using “flexible coding” and the constant comparative method to identify themes and patterns in the experiences of the families.

Research Result

The study found that COVID-19 significantly affected the schooling experiences of disabled children, with varied impacts at the intersections of disability, race, class, linguistic status, and gender. Remote learning and other changes due to the pandemic exacerbated existing inequalities in education and made it more challenging for families to advocate for their children.

 Conclusion

The research highlights the exacerbation of educational inequalities for disabled children during the pandemic, emphasizing the need for equitable, high-quality, inclusive educational services. It also underscores the necessity for special education policies that do not depend solely on individual family advocacy.

Keywords

COVID-19, disabled children, schooling experiences, family advocacy, educational inequality, race, class, linguistic status, gender, ableism, oppression, special education policy.