Inclusion of People with Disabilities amid COVID-19: Laws, Interventions, Recommendations
The COVID-19 pandemic has presented an ongoing challenge especially for those people and children with special needs and disabilities as their voices are unheard in normal times and this unfortunate situation is heightened during this emergency. Government policies during the pandemic necessitate inclusion for people with disabilities who also have their global rights for no one should be left behind in this crisis. This article examines the laws of the Philippine Government on the provision for the inclusive special education and rights of the said learners, highlights the possible educational interventions to supplement their learning amid the pandemic and offers recommendations for the emergency preparedness legislative policies and services to be responsive to the educational, socio-emotional, and mental health needs of the students with disabilities amid the pandemic. Future research should examine the experiences of the children with disabilities in using digital media during the pandemic period and evaluate the effectiveness of assistive technologies to meet the learning needs of people with disabilities.
Abbott, C. (2007). E-inclusion: Learning Difficulties and Digital Technologies. Futurelab: London. Accessed from www.futurelab.org.uk/litreviews
Ahmed, A. (2018).Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. International Journal of Special Education. 33(1).pp 129-139. Accessed from https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1184079.pdf&ved=2ahUKEwiym-3Sn5XpAhW3yYsBHd2UAy8QFjAAegQIAxAB&usg=AOvVaw3g1I_eRxRUgV6XBJ-aFU5k
Almakanin, H., Alodat, A., & Batarseh, H. (2019). Psychological and Educational Impacts of Using Social Media by Students with Disabilities in Higher Education. Journal of Psychological and Educational Research. 27 (2), pp. 111-125.
Alnahdi, G. (2014). Assistive Technology in Special Education and the Universal Design for Learning. The Turkish Online Journal of Educational Technology, 13(2). Accessed from https://eric.ed.gov/?id=EJ1022880
Alper, M. & Goggin, G. (2017). Digital technology and rights in the lives of children with disabilities. New Media and Society. pp. 1 –15. DOI: 10.1177/1461444816686323
Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M., & Amsel, R. (2012). Social Media Use By Students With Disabilities. Academic Exchange Quarterly, 16(1), 30-35, Editor's Choice.
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147, DOI: 10.1080/08856250210129056
Campbell, V., Gilyard, J., Sinclair, L., Sternberg, T. & Kailes, J. (2009). Preparing for and Responding to Pandemic Inﬂuenza: Implications for People With Disabilities. American Journal of Public Health.99(2). Pp. 294-300. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4504380/
Edwall G. E, Woodcock, C. S., & Thorson, S. (2004). Integrating Public Health, Mental Health, and Special Education Perspectives to Address the mental Health Needs of CYSHCN. Healthy Generations, 5(2). Accessed from http://www.epi.umn.edu/mch/wp-content/uploads/2015/09/hg_october04.pdf.
Government Australia & UNICEF (2018). Philippines Policy Brief No. 6 - Children with disabilities: Finding the way to an inclusive service framework (July 2018). Relief Web. Accessed from https://reliefweb.int/report/philippines/philippines-policy-brief-no-6-children-disabilities-finding-way-inclusive-service
Hinderaker, D. (2013). College Student Mental Health and Use of Counseling Center Services. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/190
Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning (Blog post). Accessed from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hornby, G. 2015. Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), pp. 234-256. DOI: 10.1111/1467-8578.12101
Mahmoud, A. (2018). Assistive Technology Competencies of Special Education in Jordan. European Journal of Special Education Research. 3(4). http://dx.doi.org/10.5281/zenodo.1344648
Ofori, E. (2018). Challenges and Opportunities for Inclusive Education in Ghana. The University of Iceland. Accessed from https://www.google.com/url?sa=t&source=web&rct=j&url=https://skemman.is/bitstream/1946/31499/1/Challenges%2520and%2520Opportunities%2520for%2520Inclusive%2520education%2520in%2520Ghana.pdf%252C%2520number%25202.pdf&ved=2ahUKEwjRgffYnpXpAhU1yosBHf3cC_MQFjAAegQIBBAB&usg=AOvVaw0ksV7Naq2kPY3E-AxkIYPH
Qi, F., & Ho, L. (2020). Including people with disability in the COVID-19 outbreak emergency preparedness and response in China, Disability & Society, pp. 1-7.DOI: 10.1080/09687599.2020.1752622
Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015). College Students: Mental Health Problems and Treatment Considerations. Acad Psychiatry, 39(5), 503-511. https://doi.org/10.1007/s40596-014-0205-9
Rabara, N. (2017). The Education of Exceptional Children in Public. Asia Pacific Journal of Contemporary Education and Communication Technology. 3(1).
Raskind, M. H. (1994). Assistive technology for adults with learning disabilities: A rationale for use. In P. J. Gerber & H. B. Reiff (Eds.), Learning disabilities in adulthood: Persisting problems and evolving issues (pp. 152-162). Stoneham, MA: Andover Medical.
Talidong, K.J. & Toquero, C.M. (2020): Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19, Journal of Loss and Trauma, DOI: 10.1080/15325024.2020.1759225
Thabet A. M. (2017) Coping and Mental Health of Children with Special Needs in the Gaza Strip; JOJ Nurse Health Care. 2017; 4(3): 555637. Accessed from DOI:10.19080/JOJNHC.2017.04.555637.
UNESCO (2006). ICTs in Education for People with Special Needs. Institute for Information Technologies in Education: Moscow, Russia. Accessed from https://www.google.com/url?sa=t&source=web&rct=j&url=https://iite.unesco.org/pics/publications/en/files/3214644.pdf&ved=2ahUKEwiyp5uln5XpAhV3wosBHVH5ArkQFjAAegQIBBAC&usg=AOvVaw3U26VXwyvO46UpZBHMEbas
World Health Organization & Calouste Gulbenkian Foundation (2015). Promoting rights and community living for children with psychosocial disabilities. Geneva, World Health Organization, and Gulbenkian Global Mental Health Platform. Accessed from https://www.who.int/gender-equity-rights/knowledge/children-with-psychosocial-disabilities/en/
World Health Organization (2020). Mental health and COVID-19. World Health Organization, Regional Office for Europe. Accessed from http://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/novel-coronavirus-2019-ncov-technical-guidance/coronavirus-disease-covid-19-outbreak-technical-guidance-europe/mental-health-and-covid-19
How to Cite
The opinions and contents of the manuscript published in REMIE are under exclusive responsibility of the author(s). Therefore, authors are responsible for obtaining copyright permission for reproducing the material published in other publications".
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.