Abstract
The COVID-19 pandemic obliged schools worldwide to make structural changes in response to the epidemiological situations in their countries. New national transmission control measures (TCMs) at schools were continuously announced to ensure pupil health. This study investigates how TCMs influenced the teaching and learning environment for pupils with special educational needs (SEN) at Norwegian schools during reopening periods. Data was gathered through eight in-depth interviews with teachers and coded thematically. It was analyzed using self-determination theory and adapted education. Despite the difficulties caused by TCM, teachers reported positive teaching and learning opportunities for pupils with SEN.
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