Improving Inclusive Pedagogical Competences of Educators While Facing Pandemic Restrictions

Since March 2020, the COVID-19 pandemic impacted education worldwide, bringing new perspectives as well as many challenges in daily and professional practices. The education system as well as the students, with and without disabilities, were and are still affected by the “new normal” of the pandemic era. Schools and teachers had to change their strategies in order to adapt their curriculum and approaches to the need for remote education. Remote courses, online practices, and virtual classes brought new opportunities but equally challenges for inclusive education. For students with disabilities and special learning needs, moving to distance learning has posed opportunities, especially for those that benefitted from remote teaching. However, additional obstacles emerged for others, including barriers to technology engagement, limited access to instructional resources and individualized learning interventions, and the lack of social interactions. In reaction to these challenges, many teachers have quickly adapted their practice and developed creative approaches to delivering comprehensive education to all students. However, gaps exist, resulting in obstacles for students with disabilities, while equally offering opportunities for further training and empowerment of inclusive educational practices. In this chapter, a clear overview of the impact of the pandemic on inclusive education is raised, how the online teaching practice offers solutions but equally faces challenges, while this research also looks at recommendations to enrich the teacher’s competencies on how to address these challenges.