Teaching and Supporting Students with Disabilities During Times of Crisis: Culturally Responsive Best Practices from Around the World

This volume offers international perspectives on the disproportionate impact COVID-19 has had on disabled students and their families, serving as a call to action for educational systems and education policy to become proactive, rather than reactive, for future disasters. Each chapter in the book is written by authors with lived experiences across diverse global regions, highlighting the daily life of people with disabilities and their families during the pandemic. Including case studies and practical suggestions, the book demonstrates that culturally responsive practices are essential to successfully support people around the world in their times of need. At the critical intersection of education and disability human rights, this book is important for pre-service teachers, researchers, professors, and graduate students to ensure all students are supported during times of crisis.

Table of Contents:
Contributor Bios Preface Prologue Section 1: Homeschooling during the pandemic Chapter 1: Education during the Pandemic: United States Access to Education During the Pandemic Voices from the Field Common Themes That Emerged from the above Cases Support Strategies to Consider for People with Disabilities and Their Families Conclusion References Section 2: Social Emotional Well Being Chapter 2: Promoting the Mental Health and Wellbeing of Children with Disabilities: Algeria Introduction Disability and Education in Algeria The Pandemic’s Effects on Schools and Mental Health Methodology Study Findings Mental Health Experiences of Children with Disabilities Mental Health Experiences of Parents of Children with Disabilities Supporting Children with Disabilities During the Pandemic Redesigning Education to Promote Mental Health and Wellbeing References Section 3: Voices from Developing Countries Chapter 3: Impact of Covid-19 on the Wellbeing of Children with Disabilities: Bangladesh Authors Note Introduction Current Situation of Children with Disability: Legal and Social Protections Challenges for Children with Disabilities During National Crisis in Bangladesh Experiences of Children with Disabilities and Their Families in Bangladesh Children with Locked-in Syndrome and Survival in Question During Covid-19 Children with Intellectual Disabilities and Covid-19 Children with Congenital Disabilities and Uncertainty about Self-help Children with Autistic Syndrome and Deprived of Religious Practices Children with Disabilities, Stigma, and Social Exclusion Challenges to Support Children with Disabilities During Crisis Responses to Support for Children with Disabilities Discussions and Lessons Learned Policy Strategies in Helping Children with Disabilities in Crisis Conclusion References Chapter 4: A snapshot during the pandemic: Iraq Introduction Country and Geographical Location Historical Background Background of the Legal System Challenges Covid 19-crisis Efforts to Overcome Crisis Lessons Learned Effective Strategies Conclusion References Chapter 5: Parenting Children with Autism Spectrum Disorder: India Introduction Constitutional Provisions for Disability in India Legal Provisions on Disability in India Decoding Autism Spectrum Disorder (ASD) Methodology Autism Does Not Come with a Manual; It Comes with a Parent Who Never Gives Up The Pandemic: A Boon or a Bane? Findings & Discussion Limitations and Conclusion References Section 4: NGOs Making a Difference Chapter 6: Opportunity and Innovations by Centro Ann Sullivan: Peru Introduction Legal Systems and Education for Children with Disabilities in Peru Other Relevant Crisis in the Country Centro Ann Sullivan Del Peru - CASP: A Unique Model Program for Children with Different Abilities in Peru Real-life Experiences During the Pandemic The Pandemic Arrived in Peru CASP’s Virtual Model of Education Results of Virtual Education for Families One Parents Testimony Results of Virtual Education for Students Impact of the Pandemic on Student Workers Who Were Employed Results of Virtual Education for the Staff Lessons Learned Conclusion Chapter 7: A Natural Functional Approach to help People with Disabilities and Their Families: Brazil The Ann Sullivan Center of Brazil - Ribeirão Preto (CASB-RP) Before the Pandemic The Pandemic Remote Activities New Challenges Reflections and Future Directions References Section 5: Universal Design in Learning Chapter 8: Teaching and Learning through UDL: Chile Abstract When Classes were Not in Classrooms Traditional Teaching-centered Education Barriers Teaching as a Means and Learning as a Goal The Importance of Connectivity and Technological Resources in Flexible Learning Background of the Course, Redesigning Education How Affective Networks Were Addressed Access to Learning: Providing Options to Recruit Interest. Building of Learning: Providing Options to Sustain Effort and Persistence Internalization of Learning: Providing Options for Self-regulation How Recognition Networks Were Addressed Access to Learning: Options for Perception Building of Learning: Options for Language and Symbols Internalization of Learning: Options for Comprehension How Strategic Networks Were Addressed Access to Learning: Options for Physical Action Building of Learning: Options for Expression and Communication Internalization of Learning: Options for Executive Function. Conclusion Acknowledgment References Section 6: Struggle for Inclusivity Chapter 9: Individualistic and Collective shielding approaches: France Introduction Introducing the Country France in the Covid Crisis: School closures and collective measure Collective Measures Individual Shielding Measures Digital Green Certificate and Vaccination People With Disabilities During the Covid Crisis Collective Measures Individual Shielding Measures Students With a Visual Impairment and Presentation of the Population with a Visual Impairment Collective Measures: Teleworking and Pedagogical Continuity Individual Shielding Measures Consequences Students With a Neurodevelopmental Disorder Presentation of the Population with an ADHD Collective Measures Individual Measures Conclusion References Chapter 10: Solving Problems to Support Children and Families: Japan Abstract Policies for Persons with Disabilities Current Main Services Relevant Crises and Support for People with Disabilities Natural Disasters Survey Reports Challenges Faced by PWD and Efforts Made to Resolve Them The Problem and Correspondences Lessons Learned Support for Persons (Children) With Disabilities During Covid-19 Conclusion Acknowledgments Chapter 11: Instructional Design and Delivery during the Pandemic: Taiwan Introduction Education of Children with Disabilities in Taiwan The Epidemic Lessons Before Covid-19 Enterovirus Infection Outbreak in 1998 and Hand Hygiene Development Sars Outbreak in 2003 and the Improvement in Epidemic Education in Schools The Covid-19 Outbreak: Contingency Plan of Administration and Implementation in Taiwan Before the Domestic Outbreak: January 2020 to Mid-May 2021 After the Domestic Outbreak: After Mid-May 2021 Issues in Distance Education Challenges and Suggestions Instructional Design Instructional Delivery Organizing the Curriculum Conclusions References Chapter 12: Challenges, Best Practices and Solutions: Qatar Introduction Brief Introduction of the Background of Education for Persons with Disabilities (PWD) in Qatar The Impact of the Covid-19 Pandemic and Lockdown in Qatar on PWD in Qatar Barriers to Distance Learning for Students with Disabilities Post-pandemic Lesson Learned Conclusion Resources Chapter 13: Remedy in Desperation: Turkey Introduction Legal System and Offered Services for the Individuals with Disabilities in Turkey Approaches to the Individuals During Disasters and the Pandemic in Turkey Possible Strategies for a Better Approach Conclusion References Conclusion Chapter 14: Lessons Learned from Around the World Index

About the Author :
Pavan John Antony is Full Professor of Special Education at Ruth S. Ammon College of Education and Health Sciences at Adelphi University, New York. Stephen Mark Shore is Associate Clinical Professor of Special Education at Ruth S. Ammon College of Education and Health Sciences at Adelphi University, New York, focusing on aligning best practices in supporting autistic people to lead fulfilling and productive lives.