Emergency period as a catalyst for the development of inclusive distance learning: analysis of experience

Abstract

The impact of the emergency period on global education systems has led to a rapid transition to distance learning and has revealed challenges in integrating students with special educational needs. The main goal of this research is to study the part of inclusive distance learning during the pandemic, research distance learning technologies, pedagogical challenges to working with distance learning, and social challenges of the educational system and measures against these hurdles. The study analyzes the key factors leading to the development of an inclusive learning environment using secondary data analysis, which includes adaptive technologies along with teacher training and government policy interventions. The research shows the necessity of investing in inclusive practices and digital tools and helps teachers to develop in order to allow more equal access to education for all students. It ends with practical recommendations for educational institutions, teachers, and policymakers and sets the agenda for further research to examine the long-term impact of the pandemic on inclusive education.