Abstract
The purpose of this paper is to review recent literature on parental perspectives of the impact of the COVID‐19 pandemic on the home‐schooling of children with special educational needs and disabilities, as well as to consider implications for their education and well‐being. Eleven papers were reviewed, published between 2020 and 2021, selected according to a systematic protocol from three widely used online databases. Analysis of the reviewed papers found that transitioning to home‐schooling during the pandemic had negative consequences for most of the children, as well as for their parents, though a small but significant number reported positive consequences. Three key areas of concern were identified in the analysis: balancing home‐schooling with parent work activities; parent relationships with schools and support services and agencies and home‐schooling effects on the well‐being and mental health of parents and children.
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