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It also explores perspectives of students, teachers, and parents on preventing marginalization resulting from remote instruction. A mixed-methods approach included 132 secondary students, 52 teachers, and 49 parents using questionnaires, focus groups, observations, and interviews. Findings indicate marginalization risks are linked mainly to attention challenges and technical difficulties, with collaboration and curriculum substance revisions suggested as solutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inclusive-education-during-pandemic-crisis-of-covid-19-research-report/593252/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inclusive-education-during-pandemic-crisis-of-covid-19-research-report/593252.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What phenomenon does the study investigate during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"The study investigates how school expansion of COVID-19 outbreak led to distance education and how this affects marginalization risks for students with learning disabilities and students with immigrant backgrounds.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and participants were used?",{"text":117,"@type":113},"The study uses a mixed research style and includes 132 secondary school students, 52 secondary school teachers, and 49 secondary school parents, using questionnaires, focus groups, observations, and interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors may contribute most to marginalization in remote education?",{"text":121,"@type":113},"The data analysis shows marginalization elements in remote education are primarily related to attention challenges, and also to technical difficulties.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593252,1792190795,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Inclusive Education during Pandemic Crisis ofCOVID-19  \nBy Constantia Charalambous ∗ & Christos Papademetriou ±  \nThe recent expansion of the COVID-19 outbreak has drastically altered the educational landscape, causing certain schools to operate on a distance education basis. The goal of this study is to investigate this phenomenon in depth, focusing on the elements that may contribute to the marginalization of students with learning disabilities and their immigration biography. At the same time, it attempts to investigate the perspectives of a group of students, teachers, and parents on how to avoid marginalization as a result of distance education. We employed a mixed research style to study the aforementioned problem. A total of 132 secondary school students, 52 secondary school teachers, and 49 secondary school parents were included in the study. As research tools, questionnaires, focus groups, observations and interviews were used. The data analysis reveals that the elements which may contribute to marginalization in remote education are primarily related to attention challenges, but also to technical difficulties.  \nAccording to the participants, a closer collaboration between the Ministry of Education, school administrations and teachers, as well as revisions to the substance of teaching subjects, may be the solution to the problem.  \nKeywords: COVID-19, distance learning, inclusive education  \nIntroduction  \nThe widespread ofCOVID-19 has resulted in the creation of new educational data (Huang, et al. 2020), as well as the potential for the educational community to highlight the importance of online platforms for interaction in the educational process (Dhawan, 2020). The ability to provide remote education has effectively supplanted traditional face-to-face instruction, assuming, of course, that technology equipment and knowledge are available to support this method of instruction. Simultaneously, it provided students and teachers with the opportunity to experience a new type of education (Pokhrel & Chhetri, 2021), which had a number of benefits, including the development of students' creativity and increased collaboration between teachers (Doucet, Netolicky, Timmers, & Tuscano, 2020). Microsoft Teams is the main platform utilized in the Cypriot educational field for distance learning (Ministry of Education, Culture, Sports and Youth, 2020).  \nThe new era created in the provision of education due to the pandemic have also created new data in matters concerning the quality of the education provided. The issue is not simply the coverage of the teaching material per subject, something from which only excellent students benefit, but at the same time the  \n∗Teacher, Cyprus.  \n±Assistant Professor, University of Neapolis, Cyprus.  \ninclusion of all students. During distance education, teachers must provide equal learning opportunities to students who tend to be marginalized, such as student with learning disabilities and students with an immigrant background (Nosek, 2023).  \nLiterature Review  \nInclusive Education  \nIn recent decades, there has been a major emphasis on the implementation of inclusive education in order to create an effective school culture on a global scale (Papademetriou, 2012). It is a method of education that attempts to integrate all students in the educational process, while also taking into account their educational and social requirements, as well as their diversity (Charalampous & Papademetriou, 2019). As a result, it encompasses all children, regardless of their educational backgrounds, any form of dysfunction, behavioral issues, sexual preferences, or cultural, religious, or linguistic differences (Charalampous, 2022).  \nThe phenomenon of marginalization of students who are classified as people with special needs is visible in present Cypriot educational data, so, the content of the inclusive theory must be implemented. As a result, in Cyprus, efforts to integrate kids in their neighborhood's school","cbCainm6IAGWfjlE","https://ap.wps.com/l/cbCainm6IAGWfjlE","pdf",310316,"English","# Introduction\n# Literature Review\n## Inclusive Education\n## Distance Learning During a Pandemic","[{\"question\":\"What phenomenon does the study investigate during the COVID-19 pandemic?\",\"answer\":\"The study investigates how school expansion of COVID-19 outbreak led to distance education and how this affects marginalization risks for students with learning disabilities and students with immigrant backgrounds.\"},{\"question\":\"What research approach and participants were used?\",\"answer\":\"The study uses a mixed research style and includes 132 secondary school students, 52 secondary school teachers, and 49 secondary school parents, using questionnaires, focus groups, observations, and interviews.\"},{\"question\":\"Which factors may contribute most to marginalization in remote education?\",\"answer\":\"The data analysis shows marginalization elements in remote education are primarily related to attention challenges, and also to technical difficulties.\"}]","Inclusive Education during Pandemic Crisis of COVID-19 - Research Report | PDF",1792076912]