04. Inclusive Education
Paper
Preparing Young People With Learning Disabilities to Engage in the Digital World: Lessons From the Pandemic
Jane Seale
The Open University, United Kingdom
Presenting Author: Seale, Jane
Since the 1980’s it has been widely argued that technology has the potential to improve the lives of people with learning disabilities. Education, health and social care professionals working with children and young adults with learning disabilities have therefore used a wide range of technologies in order to teach a wide range of skills including basic literacy and numeracy skills, communication and social skills and independent living skills such as shopping and wayfinding. (Seale, 2014; 2022). In contrast, many people with learning disabilities themselves tend to highlight other motivations for using technology such as engaging in leisure pursuits, making friends and finding partners (Martin et al. 2021).
Although technology has the potential to facilitate positive experiences and outcomes for people with learning disabilities, prior to the pandemic, there was evidence that many people with learning disabilities were not experiencing these benefits and were therefore digitally excluded (Normand et al. 2016; Seale & Chadwick, 2017). The most commonly talked about cause of digital exclusion for people with learning disabilities was a lack of access (Ågren , Kjellberg and Hemmingsson 2020). This lack of access was experienced by people with learning disabilities in a number of ways: not being able to afford to buy the technologies (Sallafranque-St-Louis and Normand 2017); not being assessed by education, health and social care services as requiring technology (Tanis et al. 2012); the technology being too difficult to use because it has not been designed with the needs of people with learning disabilities in mind (Williams and Hennig, 2015) and not being assisted to use technology by those in support roles such as teachers, parents and care workers (Ramsten, Martin, Dag et al. 2019).
During the pandemic, and in particular periods of government imposed ‘lock-downs’, Internet-enabled devices such as personal computers, laptops, tablets, and Smartphones and applications such as email, Zoom, Facebook and WhatsApp became essential tools because they enabled us to communicate with others, access information or services and engage in leisure, educational and therapeutic activities. However, given that many young people with learning disabilities were digitally excluded prior to the pandemic, an obvious assumption to make is that they would not be supported to access and use technologies during the pandemic.
In 2020 I conducted a study which aimed to investigate whether and how people with learning disabilities in the UK were being supported to use technologies during the pandemic. I interviewed a range of people who had informal or formal support roles including parents, siblings, education, health and social care professionals, day service and supported living providers and advocacy organisations. In this paper I will focus specifically on the results from interviews conducted with education professionals. I will present case studies of three teachers who took part in the interviews. One teacher works in a further education college teaching students who have severe or profound and multiple learning disabilities (PMLD); one teacher works in a special school as a PMLD teacher in the post-16 unit and one teacher works in further education college teaching cooking, drama and arts to adults with learning disabilities. I will use the framework of ‘possibility-focused support’ (Seale, 2022) to analyse these case studies and explore the practices that the teachers were adopting in order to use technologies to continue providing educational opportunities for young people with learning disabilities. I will discuss the implications of these findings for post pandemic teaching practice in relation to reducing the digital exclusion of young people with learning disabilities and preparing them to engage in the digital world.
Methodology, Methods, Research Instruments or Sources UsedThe research reported in this paper is part of a larger study reported elsewhere (See Seale, 2020). In that larger study two groups of people who supported people with learning disabilities were interviewed about their role and experiences during the pandemic. The first group were members of self-advocacy organisations, both staff and people with learning disabilities, who were trying to respond to the needs of their members during the pandemic, focusing particularly on their wellbeing. The second group comprised of people who had informal or formal support roles and included parents, siblings, education, health and social care professionals, day service and supported living providers and advocacy organisations.
The study used two strategies to recruit participants from the two target groups. Firstly, members of self-advocacy groups who were known to the researchers through their networks were contacted directly via email and invited to participate in the study. For the second group, supporters who had responded to an online questionnaire were invited to take part in a follow up interview (the results of the questionnaire are reported in a separate study, see Seale 2020). Overall, 38 participants agreed to be interviewed, of which 3 were educational professionals.
The interviews took place between July and September 2020 and were conducted remotely using a variety of video-conference technologies such as WhatsApp, Skype, and Microsoft Teams. All interviews were audio-recorded and transcribed. The interviews were semi-structured in nature and and questions sought to find out about what technologies were being used during the pandemic, the different purposes that technologies were being used for, the impact of this use on people with learning disabilities, perceptions regarding whether the use of technology had been successful and the factors that contributed to the success or failure of technology use. The interviews were thematically coded using NVivo. Four members of the research team individually identified potential core themes across all the interviews and then a set of five core themes was collectively agreed: Technology Use, Good Support, Problematic Support, Digital Exclusion and Digital Inclusion.
Ethical approval to conduct the study was obtained from the Human Research Ethics Committee of the Open University. Key ethical issues addressed in the protocol related to informed consent, anonymity and safeguarding. Easy read versions of the information sheets and consent forms were made available to participants with learning disabilities and, where appropriate, support workers facilitated the processing of the information and articulation of consent.
Conclusions, Expected Outcomes or FindingsBefore the pandemic, the teachers were using technology in their classes to present information (e.g. whiteboard) or as medium for entertainment (e.g. showing YouTube videos). There was little emphasis on familiarizing students with the devices and Apps that they might have access to at home. This would have implications during the pandemic when the teachers tried to deliver learning opportunities remotely to students.
When the teachers described how they initially tried to deliver remote learning opportunities during the early phase of the pandemic, a common response was to use school or college approved tools to upload worksheets and videos (e.g. Google Classroom). This practice was ultimately unsuccessful, because many of the students were more interested in re-establishing social connections with teachers and classmates than accessing worksheets. In addition, very few students or parents had Google accounts or the skills to use them.
As the teachers moved away from standard practices and tools in their attempts to address these issues, they developed a practice that can be characterized as ‘possibility-focused’, incorporating elements of creativity and risk management. The teachers were creative in that they were willing to experiment with different technologies and approaches, learning from mistakes and adapting until they found something that worked for their students. They managed risks in that they persuaded their managers of the benefits of their newly formed non-standard technology practices and that they could implement strategies to mitigate any potential risks.
The findings from this study have implications for how schools and colleges support the digital inclusion of young people with learning disabilities post pandemic, particularly in relation to empowering teachers to develop a possibility-focused practice.
ReferencesÅgren, KA., A. Kjellberg, and H. Hemmingsson. 2020. “Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study.” New Media & Society 22 (12): 2128-2145.
Martin, A.J., I. Strnadová., J. Loblinzk., J.C. Danker, and T.M. Cumming. 2021. “The role of mobile technology in promoting social inclusion among adults with intellectual disabilities.” Journal of Applied Research in Intellectual Disabilities 34 (3): 840-851.
Normand, C.L., D. Lussier-Descrochers, S-M. Fecteau., V. Godin-Tremplay., M-E. Dupont., J. Roux, and A. Romero .2016. “A Conceptual Model of Factors Leading to the Digital Exclusion of People with Neurodevelopmental Disorders.” Annual Review of CyberTherapy and Telemedicine 14: 23-29. https://www.arctt.info/volume-14-summer-2016
Ramsten, C., Martin, L., Dag, M., Hammar, L. M (2019) A Balance of Social Inclusion and Risks: Staff Perceptions of Information and Communication Technology in the Daily Life of Young Adults with Mild to Moderate Intellectual Disability in a Social Care Context. Journal of Policy and Practice in Intellectual Disabilities, 16,3, 171-179
Sallafranque-St-Louis, F., and C.L. Normand. 2017. “From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet”. Cyberpsychology: Journal of Psychosocial Research on Cyberspace 11(1) article 7. https://cyberpsychology.eu/article/view/6757/6215
Seale, J. 2022. Technology Use by Adults with Learning Disabilities: Past, present and Future design and support practices. Routledge: London.
Seale, J. 2020. Keeping connected and staying well: the role of technology in supporting people with learning disabilities during the coronavirus pandemic. Milton Keynes: The Open University. http://oro.open.ac.uk/75127/
Seale, J., and Chadwick, D. 2017. “How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? Cyberpsychology: Journal of Psychosocial Research on Cyberspace 11 (1) Article 2. https://cyberpsychology.eu/article/view/6764
Seale, J. 2014. “The role of supporters in facilitating use of technologies by adolescents and adults with learning disabilities: a place for positive risk taking?” European Journal of Special Education 29 (2): 220-226.
Tanis, E.S., S. Palmer., M.L. Wehmeyer., D. Davies., S. Stock., K. Lobb, and B. Bishop. 2012. “Self-report computer-based survey of technology use by people with intellectual and developmental disabilities.” Intellectual and Developmental Disabilities 50 (1): 53–68.
Williams, P., and C. Hennig. 2015. “Optimising web site designs for people with learning disabilities.” Journal of Research in Special Educational Needs 15 (1): 25-36.
04. Inclusive Education
Paper
The Use of Digital Media as a Pedagogical Tool to Give Voice and life to students in "special dificulty" schools
Pilar Lasheras, Begoña Vigo
University of Zaragoza, Spain
Presenting Author: Lasheras, Pilar
The purpose of this paper is to highlight the value of digitally mediated teaching and learning practices in stigmatised schools as schools of particular complexity.
In a neoliberal context, schools have become part of market policies (Wilson & Bridge, 2019), and thus the conquest of new strategies to improve student performance determines their survival (Ball, 2012). In this framework, schools with "special difficulty" lose visibility to certain population groups, partly as a result of negative media representations (Vigo & Dieste, 2017) and by the force of anything that becomes "normal." In these schools a population in a situation of social, cultural, economic or geographical disadvantage is concentrated, to which the consequences of the digital divide are added. The position of "special difficulty" school thus represents exclusion within inclusion in the Spanish educational system. Policies that reinforce the existence of these schools do not prevent the reproduction of inequalities (Beach et al., 2013).
In these schools, complex realities converge, which drive the teaching staff to develop creative teaching practices in order to respond to their socio-educational needs (Vigo & Soriano, 2014). They are practices based on relevance and connection with the possibilities of their context and with the experiences of people in their community (Beach & Dovemark, 2007; Vigo, 2021). Pactices that succeed in opening up spaces for educational innovation from an inclusive perspective within the school institution (Craft, 2014; Vigo & Soriano, 2014).
At the same time, international and national documents (e.g. UNESCO, 2019) highlight the role that Information and Communication Technologies (ICT) occupy and should occupy in the personal, social, and educational field. Research questions the potential of ICT itself (Schnaider & Gu, 2022) and even raises that they can be an obstacle to social transformation processes when the complexity of the educational reality (Sancho-Gil et al., 2020) and the needs of the school community (Grimaldi & Ball, 2019; Sancho, 2008) are ignored in their use. Thus, the transformative potential of digital media would depend on the teacher's ability to connect the practices they develop in the classroom with the needs, life, and experiences of their students while generating new ways of being and working with digital media (del Moral et al., 2013; Susinos et al., 2019). This should involve taking into account the voice of the students when deciding what and how to learn (Messiou et al., 2020), especially in disadvantaged environments where students have a greater dependence on the school to access these media (Morales, 2017).
Given the above, studies have analysed what happens in the "special difficulty" schools with digital media, focusing on the consequences of the digital divide (e.g. Correa and De Pablos, 2009). In this context, there is interest and need to know how digital media is used in special difficulty schools to allow students' lives and voices into the school. This research aims to explore the use of digital media by teaching staff in disadvantaged schools. The s research questions are:
- When teachers in special education schools use digital media in their classroom practices, do they consider the voice and life of their students?
- What practices does the teacher develop using digital media that take into account the voice and life of their students?
The objective of the research is twofold. First, it aims to find out if teachers in special dificulty schools incorporate the voice and life of their students when using digital media in their classroom practices. On the other hand, the study aims to explore how teachers in special education schools incorporate the voice and life of their students when using digital media in the classroom.
Methodology, Methods, Research Instruments or Sources UsedThis communication is linked to the national research project I+D+i. Challenging Stigma. Creative and Inclusive Discourses and Practices with Digital Media in 'Special Complexity' Schools (DesEi) (PID2020-112880RB-I00), developed in Spain. The study presented here focuses on the data obtained from the participating teachers in the region of Aragon.
Methodologically, the study is based on a mixed approach that has used a questionnaire and focus groups to collect data. The questionnaire was developed specifically within the framework of the mentioned research project and administered to teachers in schools online through Google Forms. The questionnaire is organized in a series of blocks that combine both closed questions and Likert-type rating scales. The questionnaire was descriptively treated, allowing information to be obtained about the schools (location; type of school, size, and available digital media), the teachers (sociodemographic data, training related to digital media, and its use in educational institutions), and the practices they develop using them. In addition to the questionnaire, focus groups were carried out to delve into the data provided in the questionnaire about the practices they carry out in the classroom with digital media.
The type of sampling carried out was non-probabilistic intentional, that is, the schools participating in the study were selected because they meet a criterion of interest for the research. This criterion is to be special education schools according to the educational policy of the mentioned region. Of the total of special education schools in Aragon (n = 80), 27 schools have decided to participate so far. Of these, 50 members of the teaching staff from different schools have answered the questionnaire. The sample consists of 36 people who identify as female, 13 as male, and 1 who preferred not to answer this question. The average age of the participants is 42 years
Conclusions, Expected Outcomes or FindingsThe results show that the teaching staff in special needs schools in the region of Aragón (Spain) carry out practices that are mediated by the use of technology and that take into account the voice and life of students for educational purposes. More specifically, when working with digital media in the classroom, the teaching staff favours the presence of the students' voice and life in the school through their participation in the educational proposals that are developed, also facilitating that digital media is an educational tool that connects students' interests with the curriculum. In this sense, digital media is a tool through which students investigate, explore, and research topics of interest, which sometimes become integrated into the school curriculum, favouring that the learning generated is meaningful practices for the students. However, although most teachers claim to promote students' investigation and exploration of topics that they themselves propose, it is the teacher who has the greatest decision-making power over what is done in the classroom, without proposing options where students can freely decide what to do. Similarly, students do not participate in the evaluation process when educational technology is used in the classroom. The communication concludes with the formulation of tensions and contradictions from a pedagogical point of view in relation to the use of digital media in these schools.
ReferencesBall, S. J. (2012). Performativity and Fragmentation in ‘Postmodern Schooling'. In Carter, J. (Ed.). Postmodernity and the fragmentation of welfare (187-203). Routledge. Beach, D., & Dovemark, M. (2007). Education and the commodity problem: Ethnographic investigations of creativity and performativity in Swedish schools. Tufnell Press. Beach, D., Dovemark, M., Schwartz, A., & Öhrn, E. (2013). Complexities and contradictions of educational inclusion–A meta-ethnographic analysis. Nordic Studies in Education, 33(4), 254-268. Correa, J. M., & De Pablos, J. (2009). Nuevas tecnologías e innovación educativa. Revista de Psico-didáctica, 14(1), 133-145. Craft, A. (2014). Wise Humanising Creativity: a goal for inclusive education. Revista de Educación Inclusiva, 7(1), 3-15. Del Moral, M. E., Martínez, L., & Piñeiro, M. (2014). Oportunidades de las TIC para la innovación educativa en las escuelas rurales de Asturias. Aula abierta, 42(1), 61-67. Grimaldi, E., & Ball, S. J. (2021). The blended learner: digitalisation and regulated freedom-neoliberalism in the classroom. Journal of Education Policy, 36(3), 393-416. Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M., & Echeita, G. (2022). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376. Sancho, J.M. (2008). Recursos tecnológicos para la excepcionalidad. Una plétora de posibilidades enmarcadas en la realidad. En Hurtado, M.D & Soto F.J. (Coords). La igualdad de oportunidades en el mundo digital (25-39). Universidad Politécnica de Cartagena. Segura, M., Solano, I. & Sánchez, M. (2018). Uso didáctico de las TIC en los colegios rurales agrupados de la Región de Murcia. Revista Interuniversitaria de Investigación en Tecnología Educativa, 5, 102-115.
Susinos, T., Calvo-Salvador, A., Rodríguez-Hoyos, C., & Saiz-Linares, Ángela. (2019). ICT for Inclusion. A Student Voice Research Project in Spain. Magis, Revista Internacional De Investigación En Educación, 11(23), 39–54.
Vigo Arrazola, B., & Dieste Gracia, B. (2017). Contradicciones en la educación inclusiva a través de un estudio multiescalar. Aula Abierta, 46(2), 25–32.
Vigo, B. & Soriano, J. (2014). Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools. Ethnography and Education, 9(3), 253-269.
Vigo, M.B. (2021). Desarrollo de prácticas de enseñanza creativa e inclusiva con medios digitales. En C. Latorre y A. Quintas (Coords.), Inclusión educativa y tecnologías para el aprendizaje (129-144). Octaedro.
Wilson, D., & Bridge, G. (2019). School choice and the city: Geographies of allocation and segregation. Urban Studies, 56(15), 3198-3215.
04. Inclusive Education
Paper
"We went through a gigantic learning process!" Teachers’ Experiences from Pandemic Distance-Learning: Resources for Digital-Inclusive School Development in Austria
Lea Hochgatterer1,2, Caroline Breyer3, Franziska Reitegger1, Barbara Gasteiger-Klicpera1,2, Dominik Pendl1
1Universität Graz, Austria; 2Research Center of Inclusive Education (RCIE), Austria; 3University College of Teacher Education Styria, Austria
Presenting Author: Pendl, Dominik
With the outbreak of the COVID-19 pandemic in March 2020, digitization became highly relevant for schools and caused major challenges not only for all European countries, but also countries around the world (Katic et al., 2021; Faridah et al., 2021; Hamad, 2022). The sudden school closures required large adaptations of teaching practices, especially the application of digital technologies and implementation of methods of distance learning. Many studies examined the impact of the pandemic as well as its challenges on all school participants (e.g., Fickermann & Edelstein, 2020; Huber et al., 2020). In comparison, only a few addressed the identification of learning potentials or implications for digital or inclusive school development. Digitization can be seen as a way to maximize participation in school life and thus contribute to school inclusion, which aims to reduce discrimination and maximize educational opportunities and social participation for all students (Arndt & Werning, 2017; Ainscow et al., 2006; Hartung et al., 2021).
The concepts of inclusion and digitization are essentially important for everyday school life and, in combination, they can offer opportunities for school development processes (Hartung et al., 2021). This potential could help reaching and including all students in classrooms. For a successful implementation of inclusive school development processes, all participants of school are highly relevant. Furthermore, for the successful implementation of a digital-inclusive school development, the involvement of all school stakeholders and high-quality interdisciplinary and multiprofessional collaboration in the school are required (Arndt & Werning, 2016; Lütje-Klose & Urban, 2014; Prengel, 2020). A sound interprofessional collaboration is an important precondition of inclusion as well as for digitization.
The factors for successful implementation of inclusion and digitization in schools intersect at the teacher level. These include: existing expertise, a positive attitude and conviction toward the concepts and practical implementation, and a certain willingness to be innovative (Hartung et al., 2021). Particularly teachers' experiences with digital media in everyday school and classroom practice is a necessary prerequisite for digital-inclusive school development. It is recommended to define research-based indicators for (digital-) inclusive school development which consider the practical experiences of all actors in the school system (Arndt & Werning, 2017). Thus, it is relevant to analyze the experiences made in using digital resources in teaching and learning with a special focus on the potential to promote inclusion.
This paper aims to show what experiences Austrian teachers have gained with digital media in pandemic distance-learning and how these can contribute to digital-inclusive school development. The focus was to examine the handling and development process of distance learning, the use of digitally inclusive practices and the transfer of “new” methods of teaching in pandemic-times into the regular face-to-face school setting.
Methodology, Methods, Research Instruments or Sources UsedThis paper refers to the results of semi-structured interviews with 16 teachers of primary and secondary level I and II, and in addition, open-ended responses from a quantitative online survey with teachers (n=44) from 18 elementary and 11 middle schools in Austria. The qualitative subsample and the quantitative online survey were part of a bigger research project called "In-DIG-developments: Inclusion through digital school development - barriers and solutions as a result of COVID-19. Data was collected from April 2021 - January 2022 (more information about the project and research team can be found here: https://fzib.at/de/forschung/projekte/aktuelle-projekte/in-dig-developments-detailbeschreibung/).
The guideline for the interviews was constructed within the research team and focused on distance learning, development process of distance learning, the transfer of the gained experiences into face-to-face teaching and regular teaching practice, as well as recommendations for a successful use of digital technologies to promote inclusion. Regarding the quantitative online survey, the participants answered to an open question at the end of the questionnaire and wrote down their own experiences and challenges.
For the qualitative interviews with 16 teachers (50% female, 50% male), a mixture of eleven individual and one focus group (n=5) was implemented (Döring & Bortz, 2016). The majority (n=12) worked at a middle school, two were employed at an elementary school and another two taught at both lower and upper secondary level. All interviews were conducted online using a videoconferencing tool and were recorded, transcribed, anonymized, and analyzed with the consent of the interviewees.
Data analysis was performed using structured qualitative content analysis (Mayring, 2015) with MAXQDA, Version 2021 & 2022 (Rädiker & Kuckartz, 2019) through deductive and inductive category development and rating by two independent researchers. At the segment level with a code overlap of 80%, an intercoder reliability of κ = 0.86 was achieved (kappa after Brennan & Prediger, 1981).
Conclusions, Expected Outcomes or Findings1) Teachers reported that after initial difficulties (e.g., being overwhelmed, proximity-distance problems with parents) a sustainable development process started. Digital-inclusive practices were established, including teaching and learning formats that allowed a more adaptive teaching experience. In accordance with Hense (2019), the use of digital media is making a major contribution to inclusion, if it is seen and perceived in this context and used for this purpose.
2) Teachers emphasized the facilitation potential of digital communication channels. In line with previous findings describing (multiprofessional) cooperation as an essential condition for the success of school-based inclusion (Lütje-Klose & Urban, 2014; Arndt & Werning, 2016), it can be concluded that close cooperation with all actors in the school system, complemented by digital communication, can support digital-inclusive school development.
3) The commonalities in the concepts of inclusion and digitization were discovered and recognized by teachers and students as follows: a need for cooperation between all participants, a positive attitude toward one's own possibilities and resources, courage as well as an open-minded and innovative spirit. This is very consistent with Booth and Ainscow's (2017) described inclusive values for developing an inclusive school, e.g. courage and open-mindedness, communities that encourage collaboration and active participation. An orientation towards existing resources and strengths was practiced at the teacher and student level. E.g., the different distribution of media competence among students with and without disabilities contributed to inclusion.
Despite the many challenges schools faced due to insufficient resources during the pandemic, some teachers reported positive experiences which could also be adapted by other European teachers: close cooperation with parents and colleagues, exchange and recommendations for the use of digital technologies, a changed understanding of roles in the teaching staff and in the classroom. The implementation of these aspects will contribute to the promotion of digital-inclusive school development.
ReferencesAinscow, M., Dyson, A., & Booth, T. (2006). Improving schools, developing inclusion. Routledge.
Arndt, A.-K., & Werning, R. (2017). Inklusive Schul- und Unterrichtsentwicklung. In M. K. W. Schweer (Hrsg.), Lehrer-Schüler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zugänge (3.Aufl., S.607-623). Springer.
Booth, T., & Ainscow, M. (2017). Index for Inclusion: a guide to school development led by inclusive values, (4th ed.). Index for Inclusion network.
Brennan, R. L., & Prediger, D. J. (1981). Coefficient kappa: Some uses, misuses, and alternatives. EPM, 41(3), 687–699. https://doi.org/10.1177/001316448104100307
Döring, N., & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5. Aufl.). Springer.
Faridah, L., Ekawardhani, S., Wiraswati, H. L., Fauziah, N., Aviani, J. K., Robyansyah, &, Ramadan, D. B. (2021). Experiences and Challenges of Distance Learning During Covid-19 Pandemic From Educators’ Point of View: A Review. EQR,4(3), 468-483. DOI: 10.31014/aior.1993.04.03.354
Fickermann, D., & Edelstein, B. (2020). „Langsam vermisse ich die Schule …“. Schule während und nach der corona-Pandemie. DDS, Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, 16, https://doi.org/10.31244/9783830992318
Hamad, W. B. (2022). Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review. JETOL 5, (2), 393-410, https://doi.org/10.31681/jetol.1055695
Hartung, J., Zschoch, E., & Wahl, M. (2021). Inklusion und Digitalisierung in der Schule. Gelingensbedingungen aus der Perspektive von Lehrerinnen und Lehrern sowie Schülerinnen und Schülern. MedienPädagogik, 41, 55-76, https://doi.org/10.21240/mpaed/41/2021.02.04.X
Hense, J. (2019). Digitales Lernen: Potenziale für Chancengerechtigkeit, Teilhabe und Inklusion. In Bertelsmann Stiftung (Hrsg.), Inklusion: Damit sie gelingen kann. Die Rolle der Unterstützungssysteme (S.180-199). Bertelsmann Stiftung.
Huber, S.G., Helm, C., Günther, P., Schneider, N., Schwander, M., Priutt, J., & Schneider, J.A. (2020). COVID-19: Fernunterricht aus Sicht der Mitarbeitenden von Schulen in Deutschland, Österreich und der Schweiz. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, 2(6), 27-44, https://doi.org/10.4119/pflb-3967
Kati´c, S.; Ferraro, F.V.; Ambra, F.I.; Iavarone, M.L. Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries. Educ. Sci. 2021, 11, 595. https://doi.org/10.3390/ educsci11100595
Lütje-Klose, B., & Urban, M. (2014). Professionelle Kooperation als wesentliche Bedingung inklusiver Schul- und Unterrichtsentwicklung (1): Grundlagen und Modelle inklusiver Kooperation. Vierteljahrsschrift für Heilpädagogik und ihre Nachbargebiete VHN, 83. Jg. 83(2), 112-123, http://dx.doi.org/10.2378/vhn2014.art09d
Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken (12., überarb. Auflage). Beltz.
Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA: Text, Audio und Video. Springer. https://doi.org/10.1007/978-3-658-22095-2
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