Once inclusive always inclusive (?): experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic

Abstract

ABSTRACT In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The paper explores participants’ views on their own teaching practices before the Covid-19 pandemic in comparison to what they employed during the transition to emergency remote online education. The study involved 17 mainstream and special teachers from public schools in Cyprus, as well as 10 parents of children with disabilities, including all children with an official assessment of children with disabilities and special educational needs, attending primary mainstream schools. A thematic qualitative analysis was used to identify the type of pre-existing practices in the design and delivery of the learning process, including the use of technology, and how these were adapted during remote education. The findings highlight the importance of accessible learning materials, mainstream and assistive technology, communication, collaboration and co-teaching. The discussion emphasises the significance of readiness in terms of resources, competencies and relationships for inclusive education during emergency situations. In conclusion, being prepared to use technology for inclusion and to collaborate with colleagues and families is crucial in being inclusive even during challenging times.