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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRemote Learning, COVID-19, and Children With Disabilities  \nKate Henley Averett  \nUniversity at Albany  \nWhile the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’narratives about their families’experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.  \nKeywords: COVID-19, remote learning, disability, special education, parenting  \nJackson, my kindergartner, [ . . .] has support, emotional behavioral support at school. They haven’t reached out to us. They’re supposed to have! [ . . .] With most special education parents, is we know that this is a unique time. We know that our kid might not get speech therapy or whatever. I mean, you know, this is a unique time in our history. And it feels like there’s not really a goal for there to be a middle ground. No one has talked to me about what services could still be afforded to Jackson, or anything. There have been zero conversations. [ . . .] I think that's a little disheartening, because you would still hope they would do what they could. And that, so far, isnot really happening with our school district.  \n—Nadia, married mother of four (Oklahoma)  \nIn mid-March, 2020, as cases of COVID-19 began rising, schools across the United States closed their doors and rapidly pivoted to remote learning. While the pandemic affected the education of virtually all schoolchildren, it became clear early on that pandemic-related school closures did not affect all children in equal ways. As the above quote from Nadia illustrates, among those who were disproportionately affected were children with disabilities, many of whom found themselves without access to the services and accommodations they normally receive in school (Houtrowet al., 2020; Kim & Fienup, 2021). Nationwide, nearly seven million school-aged children—14% of all children in public schools—have some form of disability (Schaeffer, 2020), and children with disabilities are particularly vulnerable to the effects of disasters and other crises (Peek & Stough, 2010) . How did children with disabilities fare during coronavirus-related school closures? What challenges did they, and their families, face with remote learning?  \nIn this article, I examine the narratives of parents of children with disabilities about their experiences with coronavirus-related remote learning. Between March and August, 2020, I interviewed 112 U.S. parents of children in grades K–12, of whom 31 had at least one child with a disability. I analyze the narratives of these 31 parents, asking: What are the challenges that these children and their families experienced with remote learning during coronavirus-related school closures? And conversely, what positive experiences did these children and their families have? Such an analysis helps us better understand how children with disabilities are particularly vul","cbCairWXwv9doL14","https://ap.wps.com/l/cbCairWXwv9doL14","pdf",410331,12,"English","# Remote Learning, COVID-19, and Children With Disabilities\n## Study Focus and Methods\n## Literature Review\n### Education for Students With Disabilities","[{\"question\":\"What does the article investigate about remote learning?\",\"answer\":\"The article examines how parents of children with disabilities describe their experiences with remote learning during COVID-19 school closures, including specific challenges and positive experiences.\"},{\"question\":\"How were participants selected and when were interviews conducted?\",\"answer\":\"Between March and August 2020, the author interviewed 112 U.S. parents of K–12 students, including 31 parents with at least one child with a disability.\"},{\"question\":\"What were the main challenges families faced with remote learning?\",\"answer\":\"Many families struggled when children’s needs at home differed from their needs at school and when schools did not deliver adequate accommodations and services remotely.\"}]","Remote Learning, COVID-19, and Children With Disabilities - Article | PDF",1792071074]