Problems of distance learning for students with disabilities in a pandemic

• Published in: SHS Web of Conferences
• Main Authors: Denisova O.A., Lekhanova O.L., Gudina T.V.
• Format: Article in Journal/Newspaper
• Language: English; French
• Published: EDP Sciences 2020
• Subjects: Social Sciences; H; Murmansk; Arkhangelsk; Republic of Karelia
• Online Access: https://doi.org/10.1051/shsconf/20208700044; https://doaj.org/article/49d0ad260e6246fc8543fdd00067a3cb

The article considers the problems of distance learning for students with disabilities during a pandemic. The survey was organized and conducted to reveal the attitude to distance learning and determine the challenges encountered. During the survey, the disabled students’ satisfaction with distance learning during the pandemic was assessed, the advantages and difficulties they faced during the period of quarantine study were identified. The survey involved the students with visual, hearing and movement impairments, as well as the students with limited mobility and the disabled students with systemic diseases. All the students study at Russian universities located on the territory of 8 constituent entities of the North-West Federal District (Arkhangelsk region, Vologda region, Kaliningrad region, Murmansk region, Novgorod region, Pskov region, Republic of Karelia, Republic of Komi). The total of 230 respondents took part in the survey. The article analyzes the disabled students’ response to the quarantine caused by the pandemic, and also describes the specificity and severity of the problems depending on the kind of the students’ health limitations. The analysis of the responses allowed us to conclude that the problems of the socio-psychological (low self-motivation and self-organization, fatigue, low mood, lack of live communication) and technical (the problems with the Internet communication and distance learning platforms) come to the fore. The identified difficulties allowed the authors to make a list of recommendations to be used when organizing distance learning for students with disabilities. The proposed recommendations imply the application of the practice of permanent psychological-pedagogical and socio-psychological support for the education of students with disabilities.