Abstract
The present study aims to understand the impact of Distance Learning, on students benefiting from additional measures to support learning and inclusion, (Decreto-Lei no54/2018), during the confinement period, due to the COVID-19 pandemic, in order to reflect difficulties and practices, for future situations where remote monitoring is required. It is a qualitative study of an interpretative character. Data collection was carried out through two semi-structured interviews, one applied to eight families and the other, to four Special Education teachers from an educational context in the district of Braganca. There was an effort by families and teachers of Special Education, managing to reach all students who will benefit from additional measures, looking for strategies, and re-adapting, trying to overcome failures and barriers of a distance learning modal. It was also found that the students with less autonomy did not achieve as much learning.
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