Chapter four of ‘Young people with disabilities after coronavirus’ discusses perspectives on education and learning in section 4.1. Various themes are addressed:
- Online lessons bring peace and quiet to life with physical disabilities
- Following lessons at home in an online setting is more effective for young people with autism spectrum disorder
- Lack of individual attention at school
- Special education pays more attention to young people with disabilities
- Young people need a gentle transition after the coronavirus pandemic
- Young people with disabilities need forward-looking attention
- Teachers, mentors and academic advisers could take on an even more coaching-oriented role
- Schools and educational institutions can show more understanding for students with disabilities
Opportunities for education and learning
Based on the above perspectives of young people with disabilities, the authors formulated the following opportunities for education and learning:
Schools can seek greater connection with young people with disabilities
- Young people with disabilities need a safe place
- With personal attention and understanding of their individual situation
- And with special and enjoyable activities in which they can participate
Young people need an individual coach at school who:
- Builds the young people's self-confidence
- Listens to their personal stories and specific disabilities
- Works with them to explore the possibilities within those limitations
- Creates a backup plan with solutions for when things do not work out
Schools can build in more calm and flexibility for young people with disabilities through distance education or alternative teaching methods
Young people with disabilities have become familiar with new ways of learning that they would like to retain, such as:
- Going to school for half days occasionally or working on schoolwork at home
- Being able to follow online education when attending school is not possible
- Being able to follow only the instruction and then work independently at home or in a separate classroom
- Being allowed more time to complete their education or studies
- An online intermediary or coach who helps them with online lessons
- Using Skype because it works more conveniently for young people with visual impairments
The study also focuses on Coronavirus and disabilities, Coronavirus rules and fears, Negative experiences with Coronavirus, and Positive experiences with Coronavirus. In chapter 4, Perspectives and opportunities after Coronavirus, in addition to education and learning, attention is also paid to:
- Social contacts, friends and relationships;
- Home, living situations and relationships with parents;
- Work, internships and daytime activities;
- Support services and healthcare providers.