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The impact of the COVID-19 pandemic on the education of children with disabilities
Preprint • June 2020
DOI: 10.13140/RG.2.2.17807.41125

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The impact of the COVID-19 pandemic on the education of children with
disabilities
1. Associate Professor. Zamira Hyseni Duraku, Ph.D.
2. Mirjeta Nagavci, MSc.

1. University of Prishtina “Hasan Prishtina,” Faculty of Philosophy, Department of Psychology. zamira.hyseni@uni-

pr.edu
2. Utrecht University, Faculty of Social and Behavioral Sciences, Degree in Pedagogical Sciences.
nagavcimirjeta@gmail.com

Abstract: This study aimed to investigate factors that influence the level of inclusion in education for children with
disabilities before and during the COVID-19 pandemic, and determine the influence of pandemic-related circumstances
(e.g., social distancing, online learning) on the well-being and daily activities of children with disabilities and their parents.
Using a multiple case study design, semi-structured interviews were conducted with experts on disabilities and children’s
rights (n = 5) and educational support staff for students with disabilities (n = 7). Our findings indicated that during the
pandemic period, home isolation, lack of socialization, changes in daily routines, and lack of services negatively affected
the emotional states of children with disabilities, contributing to parental overload and stress. Multiple factors influenced
low inclusion and benefits for students with disabilities in distance/online education during the pandemic. Thus, to
improve education quality, inclusion and opportunities for children with disabilities, we recommend adapting curricula and
teaching programs according to students’ individual needs, providing equal treatment to all students, encouraging teachers’
professional advancement, providing services within schools, and involving and supporting parents in their children’s
education.

Keywords: COVID-19, Children with disabilities, Online learning, Inclusion

 Introduction

Although distance (online) learning has been implemented worldwide due to the spread of the COVID-19
pandemic (UNESCO 2020a), the demand to adapt this format to learners’ individual needs and foster an inclusive
and supportive online educational system are among world organizations’ main requirements (e.g., European
Disability Forum, 2020; United Nations Children’s Fund (UNICEF 2020b, UNICEF 2020c, UNICEF 2020d).
Lockdowns, physical distancing, and shifts in learning formats, as well as other economic and contextual factors
related to the pandemic, can have disproportionate effects on vulnerable groups, including children with disabilities
and their families (World Health Organization and World Bank 2011; UNICEF 2020b).
In addition to the challenges caused by the COVID-19 period, children with disabilities and their families are
experiencing particular obstacles in comparison with other families. Such challenges can negatively influence their
well-being and opportunities for online learning. Although children are less likely than adults to exhibit COVID-19
symptoms, children with disabilities are considered to have more healthcare needs (UN, 2020), since COVID-19
infection may aggravate existing health conditions, especially those related to respiratory function, immune system
function, heart disease, or diabetes (Halfon et al. 2012). Moreover, aside from the risk of infection, limited resources
and support due to lockdown conditions may intensify parental concerns (European Disability Forum 2020; Priestley
and Hemingway 2007; National Council on Disability 2020). Thus, in addition to the perpetual challenges pertaining
to inclusiveness (e.g., World Health Organization 2020), adequate access to distance (online) learning during the
COVID-19 period is considered another challenge for children with disabilities and their parents (UNICEF 2020b,
2020c).

COVID-19 and family well-being

The changes brought about by the COVID-19 pandemic have reportedly influenced adult citizens well-being and
mood states, as well as their children’s behavior. In studies conducted in various countries during the pandemic
period, participants have expressed increases in moderate to severe levels of psychological stress (Wang et al. 2020),
as well as fear and apprehension due to the pandemic’s spread (Zhang and Ma 2020). The effects of COVID-19 have
also been felt in Kosovo. According to studies conducted during earlier stages of the current pandemic, citizens of
Kosovo have reported increased stress levels, changes in children’s moods and behaviors, and aggravated parenting
practices (Hyseni Duraku et al. 2020). Furthermore, parents of parents of children with autism spectrum disorder
have reported physical fatigue, anger and fear due to changes in their children’s behavior, and concern regarding
their children’s health (Hyseni Duraku et al. 2020).

Distance (online) learning during the pandemic

In addition to those related to the pandemic, several factors correlating specifically with distance (online) learning
have been reported for various groups involved in the educational system worldwide, especially in countries where
distance (online) learning had not been previously implemented. The main related concerns of parents include lack
of experience in supporting their children with distance (online) learning, lack of access to technology, and
economic constraints (UNESCO 2020c). Teachers’ concerns include lack of knowledge and skills to implement
online learning and restricted access to technology (UNESCO 2020c). Likewise, teachers and parents in Kosovo
have reported numerous factors that impact the successful implementation of and support for distance (online)
learning. As factors that influence this process, teachers report a the lack of previous experience with distance
(online) learning and insufficient knowledge for utilizing technology during teaching, while parents report feeling
overloaded by the need to support their children’s learning process (Hyseni Duraku and Hoxha 2020).
 Influencing factors for well-being and education of children with disabilities before the COVID-19
pandemic

Global estimates for the total number of children 0-14 years old who live with a disability vary from 93 million to
150 million (World Health Organization and World Bank 2011), and according to the Organization for Economic
Co-operation and Development (OECD), almost one in five students may develop a special need during their
schooling (Global Education Monitoring Report Team 2015). Although the right to education 1 and inclusive
education2 are regulated and assured by legal provisions, in practice, various universal challenges are associated with
the active involvement of children with disabilities in educational institutions. A report from the World Health
Organization and the World Bank (2011) lists several factors that hinder educational involvement for children with
disabilities. At the governmental and policy-making level, the report emphasizes poor coordination of services and
the lack of policies, plans, and resources. At the school level, this report lists inadequacies in curricula and
pedagogy, lack of teacher training and support, physical barriers, negative attitudes, and bullying and violence in
schools as factors that negatively influence inclusiveness.

Influencing factors for inclusiveness in online learning

The literature on technology integration in educational systems, as well as that on inclusiveness, reveals both
challenges and opportunities related to inclusiveness in distance (online) learning. Significant factors for effective
distance (online) learning include technological readiness and access to online learning, consistency between online
materials and curricula, the willingness of teachers and parents to support learning, monitoring, and evaluation
(UNESCO 2020c).
Notably, while inclusive educational policies and practices emphasize that environments should be accessible
for students with disabilities, there is evidence that teachers usually report having difficulties understanding what the
least restrictive environment would be like in relation to online learning (Burdette et al. 2013). Thus, it has been
pointed out that apart from their enthusiasm for inclusiveness, teachers report not fully understanding how to
implement the principles of inclusiveness within online learning (Center on Online Learning and Students with
Disabilities, COLSD 2016). In many cases, online learning is not part of teachers’ formal training (COLSD 2016),
and they lack the necessary resources to successfully implement online learning (Pugach 2005; Young 2008).
Other studies have also reported different perspectives regarding student engagement levels and the benefits of
online and traditional learning. One study (De la Varre et al. 2014) showed that compared to traditional learning
environments, students with disabilities demonstrated less willingness to complete homework in online
environments, mainly due to low motivation for learning, technological problems, distance in time and space from
teachers, and lack of parental support. Another study reported that a student’s identified disability is a predictive
factor for low grades in online learning (Deshler et al. 2014; Rice and Carter 2016).

Parental challenges in supporting children in online school activities

Increased parental involvement is required in online learning, especially for children with disabilities (Smith et al.
2016) This, mostly due to the shift in roles which appoints the parent as the primary persons supporting their

1 United Nations (1948), Universal Declaration of Human Rights, Article 26

United Nations (1989), Convention on the Rights of the Child, Article 28

Convention for the Protection of Human Rights and Fundamental Freedoms (1953), Protocol 1, Article 2.

United Nations (2006), Convention on the Rights of Persons with Disabilities, Article 24

2 UNESCO's Salamanca Declaration (1994)

*U*nIintecdluNsiavteioendsu(c1a9ti8o9n),mCeoanvseanrteiosnpoonnsitvhe aRpipgrhotsacohf ttohespCehciladl,nAeertdics,leac2c8ommodating and providing
appropriate support

Convention for the Protection of Human Rights and Fundamental Freedoms (1953), Protocol 1, Article 2.

United Nations (2006), Convention on the Rights of Persons with Disabilities, Article 24
2
UNESCO's Salamanca Declaration (1994)
**Inclusive education means a responsive approach to special needs, accommodating and providing appropriate support for all children, regardless of their
physical, intellectual, social, linguistic, or other conditions (UNESCO, 1994).
children’s education activities (ibid). However, while parental involvement has been shown to have many benefits
for children’s education, several potential challenges can hinder effective parental engagement in distance (online)
learning. First, some parents seem to lack understanding of their added role as a teacher, their responsibilities, and
the level of engagement required from them (Borup et al. 2015; Smith 2016). This level of engagement may be more
challenging in large families and those with low incomes (Cluver et al. 2020; Harper et al. 2013). Further, in
practice, this role entails a greater time commitment and a considerable level of expertise to support children (e.g.,
Currie-Rubin and Smith 2014; Smith et al. 2016), which some parents may not possess. Adding the role of “teacher”
to parenting may also influence family dynamics, leading to frustration for parents and children (Smith et al. 2016)
and, eventual conflict (Borup et al. 2015).
Studies have reported different findings regarding parental motivation for involvement in their children’s
education. One study reported that when parents have difficulties handling their children, they may be less motivated
to help them study (Grolnick et al. 2015), while another study found that when children struggle to complete their
homework due to learning difficulties, parents are more committed to support them (Hill and Craft 2003). Other
studies have suggested that income level and the value parents place on education are factors that could influence
parental support for their children’s learning (Hoover- Dempsey et al. 2005).
Along with parental motivation, parental involvement is also influenced to a degree by school-related factors.
Teachers’ attitudes (Al-Dababneh 2018), skills, knowledge, and willingness to cooperate (Darch et al. 2004), along
with their encouragement of parents to be involved, especially regarding individualized educational plans, are
among school-related factors believed to influence parental involvement in their children’s education (Al-Dababneh
2018). Parental perception regarding school support also has a role in their involvement (Hoover-Dempsey et al.
2005; Darch et al. 2004; Rogers et al. 2009).

Opportunities for the advancement of online learning and academic achievement of students with
disabilities

In the context of distance (online) learning, educational systems increasingly supporting “individualized” or
“student-centered” learning methods to address student diversity, aiming to stimulate learning (COLSD 2016).
Personalized online learning is consistent with the principles of inclusive education, as it takes into account
individual student needs, supports the implementation of individualized education plans, and measures progress. It
also stimulates students’ independent learning, motivation to learn, and the use of self- regulation skills (Butler and
Winne 1995; Boekaerts and Corno 2005).
Parental involvement in distance (online) learning is considered important for the academic achievement of
students with disabilities (Boulton 2008; Lord- Nelson et al. 2004; Turnbull et al. 2015; Rice and Carter 2016; Smith
et al. 2016). Liu et al. (2010) identified four factors of parental involvement in child learning that foster online
learning management. These factors include parental encouragement, parental modeling, parental reinforcement, and
parental instructions. Other studies have reported several parental engagement activities that can support their
children in the online learning process, such as identifying children’s needs, finding appropriate strategies and
materials for learning; planning and structuring lessons; providing instructions; adjusting activities to fit children’s
needs; teaching and supporting problem-solving, monitoring and reporting progress; and offering technological
support (Burdette and Greer 2014; Smith et al. 2016). Furthermore, previous research has found that through
technology, parent-teacher communication is more efficient and frequent, compared with a traditional school
environment (Smith et al. 2016).
In addition to the aforementioned, another significant factor that contributes to inclusiveness by enhancing
students’ benefits from online learning is emotional support from the school, for parents, children, and teachers,
especially under circumstances in which each of these parties face many other concerns related to the COVID-19
pandemic (Hyseni Duraku and Hoxha 2020).

Inclusiveness for students with disabilities in education before the pandemic in Kosovo

Children with disabilities are considered one of the most marginalized groups in Kosovo (UNICEF 2017a). There is
insufficient data regarding their needs, an insufficient number of qualified professionals, and insufficient data
regarding what kind of activities are being implemented for children with disabilities (UNICEF 2017a). Only 12% of
children with disabilities living in Kosovo are estimated to be part of the educational system (UNICEF 2019). The
majority of these children attend mainstream schools (Ministry of Education and Science [MES] and Kosovo
Agency of Statistics [KAS] 2017); however, it has also been noted that “the accuracy of this data is complex due to
the fact that not all students with special needs who are in regular classes have been assessed by professional
assessment teams in municipalities yet” (MES and KAS 2017, p. 71).

Legislation and practical implementation in Kosovo: Challenges and opportunities for development

The discourse and practice of inclusiveness in the Kosovar educational system have evolved over time, from
special schools for students with disabilities to attached classrooms, and then to lessons in mainstream classes.
Recently, there has been a focus on collaboration between different stakeholders and the development of methods
and activities to support the involvement of students with special needs in education.
Kosovo is not currently part of the UN; therefore, it cannot ratify international conventions on human rights.
However, its constitution guarantees the principles and values of human rights and fundamental freedoms (European
Commission 2011). Similarly, Kosovo’s legislation is in line with the Convention on the Rights of Persons with
Disabilities (CRPD) and the Convention on the Rights of the Child (CRC) (UNICEF 2018).
As stated by the National Strategy of Kosovo for the Rights of Persons with Disabilities 2013-2023, persons
with disabilities in Kosovo—as defined in the CRPD—“include those who have long-term physical, mental,
intellectual and sensory injuries that in interaction with various obstacles can hinder their full and effective
participation in society on an equal basis with others” (Office of Good Governance 2013). “ Creating conditions for
inclusion in education and professional support for people with special needs” is a specific objective of this strategy.
This objective includes measures such as early identification and education of children with disabilities, free and
compulsory primary or secondary education, creating conditions for potential development and full and equal
participation in education, teaching methods according to individualized educational plans (IEP), and adequate
training and support for professionals working with students with disabilities at all educational levels (Office of
Good Governance 2013, p. 17).
The Strategy for the Rights of the Child 2019-2023 of the Republic of Kosovo is also in line with the CRC
(Office of Good Governance 2019; UNICEF 2018). Exclusively for children with disabilities, Specific Objective no.
5.2 within Strategic Objective no. 5 stipulates, “Strengthening comprehensive and integrated services for children
with disabilities” (p. 32). Furthermore, the action plan within this objective provides "Implementation of the
instrument for the assessment of children with disabilities, based on the International Classification of Functioning,"
and it was piloted in seven municipalities from 2019-2020 (p. 23).
Other legal provisions in the educational field are also built on the basis of inclusiveness. Within the framework
of the Law on Pre-University Education (Article 40, 2011), municipalities, and educational institutions involved in
pre- university education are obliged to offer inclusive services designed to provide all children with equal rights to
education, in accordance with their specific skills and needs (Assembly of the Republic of Kosovo, Law on Pre-
University Education, Article 40, 2011). Furthermore, it requires that inclusive education be implemented in
accordance with international norms on the rights of children and the rights of children with disabilities,
accommodating children in educational institutions and providing support based on their intellectual needs, as well
as providing transportation and special educational facilities (Assembly of the Republic of Kosovo, Law No. 04/L-
032, Article 40, 2011).
Further, according to Article 41, each municipality is obliged to establish a professional assessment team that
evaluates children’s ability, determinates children’s education needs, and thus also the support staff needed and what
type of teaching method and special equipment should be provided. Article 42 stipulates that Ministry of Education and
Science may establish resource centers, special schools and other units that provide special education for children with
severe or multiple disabilities or learning difficulties who are assessed as not being able to be educated in public schools.
Resource centers function under the administration of MES and beside offering education for its students, provide
assistance to the other educational and training institutions that educate students with learning difficulties. MES also
provides free transport for children attending these institutions. Furthermore, for children whose primary language is sign
language and for blind and partial sight children, sign language and Braille system should be provided (Assembly of the
Republic of Kosovo, Law No. 04/L-032, Article 43, 2011).
In addition, there are seven administrative instructions emerging from the Law on Pre-University Education,
that further specify and regulate issues related to professional assessments, professional staff working with students
with special education needs, individualized educational plans, and resource centers.
Participation and inclusion are also specific objectives of the Kosovo Education Strategic Plan 2017-2021,
which aims to include 50% of children with special needs in the pre-university educational system and provide equal
opportunities for development, training, and education for every student in pre- university education, as well as
increase the quality of education by providing inclusive education (Kosovo Education Strategic Plan 2017-2021,
2016).
Despite the developed legislation, in practice, various sources have demonstrated stagnation in implementing
these provisions; thus, there are challenges to the full participation of students with special needs in education (e.g.,
UNICEF 2017b; MES 2018a; Sheeren 2018). In spite of the mobilization of MES to increase the participation of
children with special needs in education, according to the assessment of the Kosovo Education Strategic Plan 2017-
2021 (KEEN 2017), their identification and categorization remains a significant problem. Therefore, there are no
official statistics of children with disabilities involvement in the educational system. Furthermore, the 2019 Annual
Report of the Ombudsperson Institution (Ombudsperson Institution 2020) asserts that children with disabilities are at
risk of having their rights violated and facing discrimination. Challenges related to their education include a lack of
complete and accurate data, inadequate roads and public property infrastructure, a lack of services from the
Resource Center for Teaching and Counseling, and a lack of professional evaluation.
Professional evaluation is a fundamental challenge related to a lack of data concerning children with disabilities,
and hence, with decision-making and providing relevant services. The Professional Assessment Team regulated by
the administrative instruction consists of permanent members—a municipal official for inclusive education, a
psychologist, a pedagogue, a social worker, and a support or traveling teacher—and serves as external support for
educational and training institutions in providing advice and guidance to teachers, students, and parents based on the
identified individual needs of students. Although 16 teams that offer professional assessments of students with
special needs have been established and an assessment guide has been developed, the number of assessments
performed is still reportedly low (UNICEF 2017b). Little liability is imposed on parents or educational institutions to
perform assessments, and a lack of training and financial compensation for the assessment team are considered
contributing factors for the small number of assessments conducted by this team, as well as doubts regarding the
assessments’ reliability (UNICEF 2017).
Other reports have supported these and other contributing factors, including inadequate teacher qualifications,
inflexible curricula, lack of individualized support, discriminatory attitudes (UNICEF 2018), lack of free services
and materials such as ancillary technology, lack of individualized educational plans (Ombudsperson Institution
2016), insufficient capacity for resource centers, teacher resistance to accepting students with special needs in their
classrooms, and lack of support for parents (UNICEF 2017b). Most of these challenges are considered consequences
of factors such as insufficient budgets, poor allocation of financial resources, poor coordination of human resources,
lack of a cohesive approach to training, unwillingness of teachers to obtain knowledge and skills related to inclusive
teaching, and stereotypes of children with disabilities (UNICEF 2017b).
Other challenges include insufficient numbers of support teachers (MES 2018b), pedagogues, psychologists
(Aliu et al. 2018), and assistants in school environments. According to the European Commission Report (2019),
there are 83 support teachers for children with disabilities in the education system in Kosovo, hired and paid for by
the children’s families. Support teachers’ tasks are focused on children with special needs and include coordination
and collaboration with different staff for actions such as identifying children with special needs, providing support,
compiling and implementing individualized educational plans, and drafting supporting material (MES 2018b).
Pedagogical-psychological services are also involved in issues related to the planning and implementation of
educational work for monitoring teachers and assisting them in preparing annual, monthly, and daily lesson plans,
designing learning outcomes, and selecting content, methodology, and teaching activities. Educators and
psychologists also collaborate with other stakeholders such as students, parents, communities, institutions, and
governmental and non- governmental organizations (NGOs). Apart from the small number of employed pedagogues
and psychologists, according to a report on pre-university education management, there is no available assessment of
individuals’ needs and qualifications for this position (Aliu et al. 2018). Moreover, work planning for children with
special needs is listed among the challenges faced by pedagogues and teachers (Bytyqi Beqiri and Gajraku 2015).
In addition to the support staff involved in educational issues, another school service involves assistants for
children with disabilities, appointed based on the recommendation of the assessment team. Compared to support
teachers who are more involved in educational issues, assistants offer psychological, physical, and medical support
and/or any other assistance that children need and teachers cannot provide. Assistants are also involved in IEP
implementation, daily or weekly activity planning, and child supervision (MES 2018b).
Support from various international and local NGOs also plays an important role in the education and
development of children with disabilities. These organizations advocate for inclusion, cooperate with educational
institutions and families of children with disabilities, and provide support for children. Some support services
include teaching, classroom support, direct guidance, and counseling (UNICEF 2017b). Although NGOs are often
overloaded with demands, they also operate with unpredictable funding (UNICEF 2018).

COVID-19: Online learning and inclusion during the pandemic period in Kosovo

Similar to other countries, schools in Kosovo have been closed due to precautionary measures taken against the
spread of COVID-19, thus affecting the lives and education of students, parents and teachers (Hyseni Duraku and
Hoxha 2020; MES 2020a). Of these students, about 5,300 have disabilities (UNICEF 2019).
MES, in cooperation with Municipality Educational Directorates (MED) and NGOs, started implementing
distance (online) learning for pre-university education shortly after the school closures. Distance learning is mainly
implemented through video recordings of lessons from teachers, shown on national television, as well as on the
official MES YouTube channel. In addition to broadcasting videos, MES and collaborating organizations created
two platforms: "Distance Education—Care, Development and Education in Early Childhood for the Ages of 0-6
Years" and "Inclusive Education."
The recently established Inclusive Education Platform aims to provide opportunities for the socioemotional and
cognitive development of children with disabilities (MES 2020b). This platform contains a number of teaching
activities for children and auxiliary materials for parents, teachers, and assistants for children with disabilities. These
activities are divided into curriculum areas and activity areas. The former is dedicated to students with disabilities
who follow a regular curriculum and an individualized educational plan, while the latter includes activities and
instructions for children with severe and multiple injuries. Moreover, the platform provides information and
supporting material regarding the educational system and inclusiveness and other important information related to
the attitude towards children with disabilities and their social, emotional, and psychophysical development (MES
2020b).
It has also been reported that UNICEF, Microsoft Corporation, and Cambridge University have included
Kosovo in the global digital platform "Learner's Passport." Due to the spread of the pandemic, this platform has been
expanded to facilitate national curricula implementation. The content will be developed in the local language and
adapted for individual and group learning via the Internet (UNICEF 2020a).

Purpose and relevance of the present study

The goal of this study was to investigate factors that influence the level of inclusion in education for children with
disabilities before and during the COVID-19 period, and to determine the influence of circumstances caused by the
pandemic on the well-being and daily activities of these children and their parents.
Due to the spread of the COVID-19 pandemic, educational systems are facing an unprecedented challenge,
which has also become a source of concern regarding increased inequalities. With the shift to distance learning,
social isolation, and increased parental responsibilities, a new era has emerged that requires the reassessment of
many issues, including the responsiveness of systems to individual needs. Therefore, investments in distance
(online) learning and family support, in addition to immediate effects on coping with and overcoming the
circumstances caused by the pandemic, should pave the way for developing more inclusive and flexible educational
systems in the future.
For a more inclusive response during this period, coordination among different stakeholders involved in the
educational system has been suggested, emphasizing the importance of consulting and engaging with organizations
and individuals with disabilities (e.g., European Disability Forum, 2020; National Council on Disability 2020;
UNICEF 2020b). Thus, the current study aimed to investigate factors that influence the level of inclusion in
education for children with disabilities before and during the COVID-19 pandemic, and to determine the influence
of pandemic-related circumstances (e.g., social distancing, online learning) on the well-being and daily activities of
children with disabilities and their parents.
The findings of this study can serve to inform policy-makers, educational leaders, teachers, and professional
staff inside and outside schools concerning factors that influence inclusiveness for students with disabilities. Based
on these findings and previous research in the field, practical implications will be reported regarding possibilities for
developing various levels of systems, namely the national system and policy-making, communities, schools, and
families.
To achieve the universal aim of distance learning - accessible learning to everyone, everywhere and at any time
- teaching should be tailored to the needs of all groups involved. Countries differ in how they provide inclusive
education (e.g., Chambers et al. 2013; European Agency for Special Needs and Inclusive Education 2020; Ferguson
2008; OECD 2006), and the implementation of distance (online) learning often varies depending on the country’s
income (UNESCO 2020b; World Bank 2020). In Kosovo, inclusiveness and technological integration are relatively
new concerns for the educational system. While national legislation and inclusion provisions are in line with
international ones, their implementation has previously been accompanied by several challenges (e.g., UNICEF
2017b). Many initiatives to overcome these challenges have been recently undertaken, such as the Kosovo Education
Strategic Plan 2017-2021 (MES 2016) and Strategy on the Rights of the Child 2019-2023 (Office on Good
Governance 2019); however, there is a lack of reporting on the implementation and effectiveness of such initiatives.
Generally, studies of distance (online) learning and inclusiveness are limited in the Kosovar context.
Furthermore, to the best of our knowledge, no studies have yet explored both of these issues in relation to each other.
In other international contexts as well, little research has been reported on the best ways to support students with
disabilities in online pre-university learning environments (Fernandez et al. 2016; Kinash et al. 2004). Thus, it is
vital to identify factors that may either hinder or foster distance learning accommodations for children with
disabilities.
Furthermore, social isolation and lack of social support are other factors that can increase the likelihood of
heightened levels of parental stress, particularly for parents with disabilities (e.g., Gallagher and Whiteley 2012;
Lovell and Mason 2012; Ozbay et al. 2007; Ozbay et al. 2008). Therefore, although the immediate effects of
COVID-19 may change over time, the findings of this study may serve as a basis for informing educational
institutions and professional service providers regarding COVID-19’s effects on the daily lives and well-being of
children with disabilities and their parents, as these factors not only influence their well-being but also hinder their
active and full participation in the educational system. Therefore, these findings may serve to help explore the needs
and available opportunities for further short- and long-term developments for inclusive education in Kosovo, as well
as in other international contexts.

Methodology
Research approach

This research used a multiple case study design, which allows for detailed exploration of the impact of a
phenomenon or event on the life of one or more individuáis by exploring the similarities and differences among
studied cases (Aberdeen 2013; Gustafsson 2017; Yin 2009).

The study’s purpose and areas explored

The goal of this study was to investigate factors that influence the level of inclusion of children with disabilities
in education before and during the COVID-19 period, and to determine the influence of circumstances caused by
pandemic on the well-being and daily lives of children with disabilities and their parents. For these purposes, this
study aimed to explore, with the participants, the areas discussed below.

Areas explored with experts. In the areas explored with experts, the intention of this study was to understand the
level of inclusion of children with disabilities in education before and during COVID-19 period. We intended to
improve understanding of the following: (1) how the circumstances created to combat the spread of COVID-19 (e.g.,
social distancing and home isolation) have affected children with disabilities and their parents; (2) what national-,
school-, and family-level factors impact inclusion of children with disabilities in distance (online) learning; and (3)
what possibilities exist to increase the eventual participation and inclusion of, and quality of education for children,
with disabilities during and after the COVID-19 pandemic, as well as what type of support services exist for these
children and their families during the pandemic.

Areas explored with support staff. With the support staff involved in the support and education of children with
disabilities, we intended to explore the following: (1) the level of involvement of children with disabilities in
distance (online) learning and contributing factors at the family and school levels; (2) how the circumstances created
to combat the spread of COVID-19 and staying at home have affected children with disabilities and their parents; (3)
the impact of the COVID-19 period and changes in learning formats on support provided to children with disabilities
in the online learning process; (4) the level of cooperation of support staff with regular teachers, school
psychologists, and parents; (5) the level of benefits from online learning for students with disabilities and lessons
learned from support staff throughout the COVID-19 period and online education; and (6) what opportunities exist
to increase the eventual participation and inclusion in the educational system of, and quality of education for,
students with disabilities during and after the COVID-19 pandemic.

Procedure

This study had a total of 12 participants, five of whom were experts (professional and supportive service
providers for parents and children with disabilities, parents, and activists for the rights of children with disabilities),
while seven were support staff (assistants, therapists, and support teachers) for children with disabilities. Study
participants were selected through convenience sampling. Data collection was conducted using semi-structured
interviews with participants via virtual meetings (on Google Meet). Before conducting the interviews, the
participants were informed of the study’s purpose, interview format, the areas to be explored, and that their
participation was voluntary.
Expert participants agreed to present their identification data and the data of the institution they represented,
while the support staff participants were informed their data would be confidential. All participants were informed
that the collected data would be processed and analyzed as a whole and only used for the purposes of this study.
None of the contacted experts refused to participate in the study; however, from the ten support staff who were
contacted, we only collected data from seven. Interviews were conducted by the study’s authors, who have
experience in the fields of psychology and education, with prior knowledge and skills in interviewing procedures,
ethical principles, and the researched issues. The data collected from each interview were structured as case studies.
Data collection was conducted from May 4 to May 10, 2020. Each interview lasted up to 45 minutes.

Data processing

Data coding and categorization were done using Atlas.it software. The coding process was done by in-vivo coding,
through which categories and their corresponding codes were generated . The case study data obtained from the semi-
structured interviews were analyzed through classical content analysis, during which the existence and frequency of
the same concepts in the text were analyzed according to the research purpose and focus areas. Descriptive memos
were used for certain codes to clarify the coding method. Data analysis and coding were individually performed by
two coders with expertise in the field, who had previously discussed the explored fields and coding rules. Upon final
data analysis, the categories of answers and differences were discussed in detail, and after reaching an agreement,
randomly selected case studies were coded by a third coder, with expertise in the field of education and the topic
addressed. The measured degree of reliability indicated 89.0% overall compliance in the segments, meaning there
was compliance in the coding process.
 Participants

In the expert group (n = 5), four participants were women and one was a man. Everyone had completed higher
education. In addition to their field expertise, one participant was also the parent of a child with Down syndrome. 3

In the support staff group (n = 7), six participants were women and one was a man. Four were assistants of
children with disabilities, two were support teachers, and one was a therapist. Most support staff reported they were
currently working with students with autism spectrum disorder (n = 6), and that they were employed by the parents
of the children with whom they worked (n = 5). All students with whom support staff worked attended classes
within mainstream schools (see Table 1).

Table 1 Case study presentation: Participant structure Support staff

n %
Gender

Women 6 86%
Men 1 14%
Type of
Position

Assistant 4 57%
Support teacher 2 29%

Therapist 1 14%

Profession
Psychologist 6 86%
ABA Therapist 1 14%

Experience in current engagement

0-1 year 2 29%

1-2 years 3 43%
5+ years 2 29%
3
Among the participating experts were: Jeta Deva, Executive Director of the National Association of Autism in Kosovo; Sebahate Hajdini Zeqiri, mother of a child with
Down Syndrome and co-founder and leader of Down Syndrome Kosova; Leonora Bajraktari, rights activist for children with disabilities and assembly member at the
municipal level of Prishtina; Iliriana Geci, external expert at the Disability Forum; Durim Gashi, Project Coordinator at Handikos.
Type of educational institution
Public 5 71%
Private 2 29%

Level of child’s educational institution

Preschool education (5 years old) 1 14%

Primary education (grades 1-4, 6-

2 57%
10 years old)

Lower secondary education

4 29%
(grades 6-9, 11-14 years old)

Child’s disability

Autism 6 86%
Epilepsy 1 14%

Class type
100
%
Mainstream 7
Type of
employment

Employed by the educational

2 29%
institution

Employed by the student’s parents 5 71%

Geographical distribution of the participants. All five expert participants were from the municipality of Prishtina;
however, four represented institutions/organizations are active at the national level (Kosovo). From the support staff
group, four participants were working in Prishtina, one was working in Fushe Kosove, and one was working in
Drenas.
Findings

The following data reflect findings from the perspectives of the two participant groups. The first part of the
findings includes responses, categorized by the explored areas, from experts, professional and support service
providers, parents, and activists for the rights of children with disabilities. The second part includes responses
provided by support teachers, assistants, and therapists. In addition to narrative descriptions, findings are presented
in tables and accompanied by excerpts from the analyzed case studies. The findings listed within the subcodes were
derived from a classical analysis of case study content and are ranked according to the frequency of information
identified among the codes. The third part includes common findings reported in both participant groups.

Findings Section 1
 Inclusion of children with disabilities in education and influential factors

The level of inclusion of students with disabilities within the educational system was reported to be extremely
low, both within regular schools and resource centers. Furthermore, participants stated that within the framework of
regular educational institutions, students with disabilities generally receive unequal treatment in teaching processes
compared to other students, and that even if students with disabilities attend educational institutions, they are not
fully included. Within the factors influencing the low level of participation and inclusion of students with disabilities
within educational institutions, it is reported that factors at the national, municipal, school, and family levels all have
an impact.
Numerous factors at the national and municipal levels were highlighted as influencing low levels of inclusion
and full/active participation for students with disabilities in education.
At the national level, these factors included a lack of assistants, support teachers, speech therapists, school
psychologists, and social workers; lack of access and services based on students' needs within schools; inefficiency
of assessment teams and instruments for children's pedagogical assessments; lack of data on the academic
achievements of students with disabilities; administrative instructions are not applied by educational institutions ; and
lack of inter-institutional cooperation, including the lack of appropriate physical access within schools.
At the school level the influential factors with an impact on the low level of inclusion of children with
disabilities in the teaching process were as follows: schools’ refusals to accept students with disabilities; teachers’
lack of professional knowledge and skills regarding inclusion and adaptation of methodology to students’ individual
needs; teachers’ hesitation to integrate children with disabilities within regular teaching processes; prejudices and
doubts about the abilities of children with disabilities; and non-compliance with individualized educational plans for
children with disabilities.
At the family level, factors influencing this process were as follows: parents’ economic conditions, which could
affect their ability to pay assistants for their
 children, and low levels of education that influence parents'
abilities to work with their children, including low levels of
parental awareness of the role of their children’s inclusion into
mainstream education (see Table 2).

Table 2. Level of inclusion of children with disabilities in education and influential factors before the COVID-19 period

Codes
Level of inclusion of
children with
disabilities in education
(before the COVID-19
period)
Influential factors at
the national and
municipal levels
Influential factors
(Schools and teachers)
Influential factors
(Parents)
Subcodes
• Extremely low inclusión of students with disabilities
in educational institutions (regular schools and
resource centers)
• Unequal treatment within teaching processes
• Participation in educational institutions, but at a low
level of inclusion
• Lack of assistants, support teachers, speech
therapists, school psychologists, and social workers
based on individual student needs
• Lack of services based on individual student needs
• Lack of assistants and support teachers for students
with disabilities
• Inefficient assessment teams and instruments for
pedagogical assessment
• Lack of cooperation between MES, Education
Directorates, and schools
• Lack of studies assessing the academic achievement
levels of children with disabilities
• Lack of access for children with physical disabilities
in schools
• Non-applicability of administrative instructions for
providing physical access within educational
institutions
• Resistance from schools to admit children with
disabilities
• Lack of professional knowledge and skills among
teachers for inclusion and adaptation of working
methodology according to children ’s needs
• Teachers’ reluctance to integrate children with
disabilities into the regular learning process
• Teachers ’ prejudices and doubts regarding the
abilities of children with disabilities
• Lack of implementation of individualized educational
plans for children with disabilities
• Economic constraints of parents that prevent them
from paying assistants for their children
• Low level of education affecting opportunities to work
with their children with disabilities
• Low level of awareness about the role of children’s
education and inclusion into regular education

“Children with autism have always been isolated; most are not integrated into educational institutions.” (Case Study #1)
“The largest number of children with disabilities are left out of the school system; even if they are part of the school, they are
not fully included.” (Case Study #2)

“It is not inclusion if the child is only within the regular educational system. Inclusion is when each child is offered support
according to the needs he/she has.” (Case Study #3)

“It is not at a satisfactory level. They are in the process of inclusion; however, there are many children with disabilities who
 are not part of the teaching process.” (Case Study #4)

“Contributing factors for not reaching a sufficient level of inclusion are also teachers’ attitudes or dilemmas about the
possibilities or skills these students have to become part of regular classes. There are prejudices.” (Case Study #2)

“I have dilemmas in the implementation or functionality of assessment instruments due to the lack of professional and
competent people in the areas that include assessments” (Case Study #2)

“A contributing factor to the low level of inclusion of students with disabilities in education is a lack of services within schools,
including the lack of assistants, support teachers, speech therapists, school psychologists, and social workers.” (Case Study #5)

“There are individual working plans for children with disabilities, but they are not being implemented.” (Case Study #3)

“There are many factors, related to parents, teachers, schools, and all parties involved in the educational system.” (Case
Study #4)

“Although there are administrative guidelines, no school is fully accessible, so it is not the same in reality.” (Case Study #4)

Effects of COVID-19: Challenges in staying at home and benefits for children with disabilities and their
parents

Circumstances surrounding the spread of COVID-19, associated with home isolation and social distancing, have
affected the lives of children with disabilities and their parents. Among the main difficulties are changes in daily
routines, including prohibition of regular activities, lack of socialization, and changes in learning formats, including
a lack of services, which was also emphasized as having affected their emotional state.
The additional responsibilities they have in caring for their children during the pandemic have been reported to
make parents feel overwhelmed. Lack of parental competence to support their children with learning, due to their
own low levels of education, was highlighted as a challenge during the COVID-19 period as well. Furthermore, it
was noted that parents are often afraid their children will regress during this period, which has affected their
emotional states. Lack of services and isolation at home have also affected parental stress and parental practices, and
led to the deterioration of marital relationships, which have also been observed to negatively impact children.
 Nevertheless, several advantages to staying home with their parents were also reported for children with
disabilities. During this period, children have had opportunities to create new routines, improve their health, become
more involved in joint activities with their families, and receive more attention and commitment from their families.
Further, increased parental commitment and support for their children was reported, and this period was considered
an appropriate time for parents to help their children acquire new skills (see Table 3).

Table 3 Impact of COVID-19: Challenges and advantages of staying at home for children with disabilities and their parents
Codes
Children
(Challenges/difficulties)
Parents
(Challenges/difficulties)
Children (Advantages)
Parents (Advantages)
Subcodes
• Main difficulties, change in daily routines
• Prohibition of regular (additional) activities
• Lack of socialization
• Lack of emotional support
• Changes in learning formats
• Lack of competence to support children with
lessons, low level of education
• Stressed out, overloaded around children
• Fear the lack of services will lead to regression in
children with disabilities
• Children ’s regression affectingparents’ emotional
state
• Lack of services and isolation at home impact
parental stress andpractices
• Deterioration of marital relationships with an
influence on children
• Parents creating new routines for children with
autism
• Outdoor activities as a positive factor for children’s
health
• Greater involvement of children with disabilities
in family activities
• A good opportunity for increased attention and
commitment from the family for children with
disabilities
• Greater parental engagement in supporting and
conducting activities with children
• Suitable periodforparents to work with children
in acquiring new skills
• Parents have enough time to spend with their
children

“The basic difficulty is changing routines for people with autism, because they are focused on their routines and find it
very difficult to cope with the change.” (Case Study #1)

“Blocking activities they have participated in before has made life difficult for children with autism and their families.”
(Case Study #1)

“Children with Down syndrome are finding it very difficult [during] the lockdown; they’re missing school and
socialization.” (Case Study #2)

“Services are not provided at [the] institutional level, and the non- functioning of organizations at this time has made it
impossible to obtain services, both physical and psychosocial.” (Case Study #4)

“Parents, by seeing that their child is experiencing regression, they themselves have started to feel unwell, which means it
has also affected the parents emotionally.” (Case Study #4)

“I consider this period to be a good opportunity for parents to use the shared time with children and support them on
acquiring new skills.” (Case Study # 4)

“A good opportunity for parents to dedicate themselves more to their children and to carry out joint activities.” (Case
Study #3)
 “A good opportunity for children with disabilities for increased attention and commitment from their families.” (Case
Study #5)

Inclusion of children with disabilities in distance (online) learning and contributing factors

The inclusion of children with disabilities in distance (online) learning was reported to be low. However, it was
also emphasized that lack of inclusion may vary depending on certain groups of students with disabilities, and that
there has been a lack of assessments regarding the level of inclusion of and benefits for students with disabilities
during online learning. It was also noted that students with disabilities do not participate equally during virtual
meetings between teachers and students, due to teachers not inviting them to do so. Furthermore, within the online
learning process, only children whose parents can help them with school commitments were reported to participate.
The inadequacy of online learning for the individual needs of children with disabilities, lack of
recommendations and guidelines to support teachers and parents in helping children with lessons and tasks, not
implementation of individualized educational plans, lack of teachers and assistants, and lack of parental awareness
about the importance of their children's inclusion in online learning, were considered to be factors that influence the
low inclusion level of children with disabilities in online learning. Regarding this low level of inclusion, a number of
other contributing factors related to students and their parents were identified, including: lack of experience of
children with disabilities and their parents in using technology, economic conditions, lack of technology and Internet
access, having a large number of family members, and parental overload due to housework (see Table 4).
Table 4 Level of inclusion of children with disabilities in distance learning (online) and contributing factors
Codes Subcodes
Level of inclusion of
children with
disabilities in distance
(online) learning
Contributing factors
(MES/schools)
Contributing factors
(children/parents)
• Low inclusion
• Lack of inclusion of certain groups of students with
disabilities
• Lack of inclusion evaluation
• Lack of benefits evaluation
• Lack of equal participation with other children in
virtual classes and the learning process
• Only children who can receive assistance from their
parents
• The inadequacy of online learning for addressing
children’s individual needs
• Lack of recommendations from MES and schools on
how to support children with disabilities in the
learning process
• Lack of guidance for teachers andparents on how
to support students during this period
• Lack of implement of individualized educational
plans
• Lack of support for parents to raise awareness
about the importance of their children participating
in the learning process
• Lack of support teachers and assistants
• Lack of appropriate technology and technical
problems related to the Internet among families of
students with disabilities
• Lack of previous experience of children with
disabilities in using technology for learning
• Parental overload affecting the level of support for
children in the learning process
• Economic difficulties
• Lack of parental experience with technology
• Large number of family members living together

“Children with autism, who I know are part of the school, I have noticed are not involved in the learning process during this
period.” (Case Study #1)

“Children with disabilities, according to parents' perspectives, are included in online learning, but there is a lack of information
on the level of active involvement, and the benefits from the learning itself.” (Case Study #2)

“Even during teachers' virtual meetings with children in this period, children with disabilities were reported to have not been
invited.” (Case Study #5)

“Participants in online learning are mostly children with disabilities whose parents have the opportunity and are committed to
support their children throughout the learning process.” (Case Study #5)

“They lack recommendations on how to support children with disabilities in the learning process. In order to fully implement
inclusion in online learning, MES and schools need to engage experts and provide recommendations for teachers and parents.”
(Case Study #3)

”Most of the teachers have started working with online students, but we have information that they have not included students
with disabilities together with other students. Only around 20% of students with Down syndrome are in regular contact with teachers
and active in the online learning process.” (Case Study #3)

“Lack of services, isolation, community living, economic hardship, large number of family members, lack of experience in
technology, and overload around children, have affected the level of opportunities for mothers to support their children with
disabilities in the learning process.” (Case Study #5)
 Possibilities to improve participation, inclusion, and education quality (during and after COVID-19)

To increase the participation and achieve inclusion of students with disabilities in online and traditional learning
environments, the participants suggested that curricula and working methodologies need to be adjusted according to
individual student needs, teaching units need to be simplified, use of technology and illustrative image use
throughout learning should be increased. Additionally, it was noted that providing services for children with
disabilities within schools— including psychologists, speech therapists, pedagogues, and support teachers—is
necessary to achieve inclusion and implementation of individualized educational plans . Further, to achieve inclusion
and equal treatment of all students, it would be necessary for children with disabilities to participate in the regular
teaching process, increase the capacity of teachers to work with children with disabilities, and increase parental
involvement and support (see Table 5).

Table 5 Opportunities for increasing participation, inclusion, and education quality (during and after COVID-19)
Codes Subcodes
Curricula and working • Adapting curricula according to children ’s
methodologies individual needs
• Learning built on students’ specific cognitions
• Simplifying lessons and tasks
Educational • Breaking down curricula and lessons, and using
curriculum, use of simplified methods with simplified instructions
technology and visual (including visuals, video recordings)
forms • Integrating technology in the teachingprocess even
after return
• Advancing school creativity
Improving services and • Providing educational services for children with
guidelines disabilities
• Providing guidance for parents to support their
children in the online learning process
Equal treatment and • Providing equal opportunities for all children
inclusion • Providing equal treatment and services necessary
for children ’s mental andphysical health

Teachers and support • Improving teachers' skills and knowledge for inclusive
teachers learning approaches
• Increasing the number of support teachers for
students with disabilities
Parental involvement • Increasing parental involvement
• Switching parental meetings to an online format
• Facilitating parental support
“Once these services are provided, it is going to be for children, teachers, and parents. If there were psychologists, speech therapists, lecturers, support
teachers, and other services in the schools, then it would be much easier for inclusion to happen and individual plans to be implemented.” (Case Study #5)

Online education platforms for children with disabilities and their parents

Despite participants’ continued emphasis on the current lack of services at the national level to support children
and their families during the COVID-19 period, they valued the importance of creating the Inclusive Online
Education platform by MESI, and reported their willingness to contribute. However, some participants believed such
platforms would need to be included within the regular platforms for all students, as this form of information
transmission can make students with disabilities and their parents feel left out of the regular learning process. They
also identified types of services currently being provided for children with disabilities and their parents ( See
Appendix 1).

Findings Section 2

The following results reflect findings on the explored areas from the perspectives of support teachers, assistants,
and therapists.
 Switching assistance (support) to an online format

Support staff stated that they have shifted their methods for working with children with disabilities from physical
participation in the classroom to virtual meetings through various online platforms. However, some participants also
pointed out that during this period, due to the children with disabilities with whom they work not participating in
virtual lessons, their assistance was primarily focused on situation management.

Inclusion of children with disabilities in distance (online) learning and contributing factors

Support staff reported that students with disabilities had a low level of involvement in distance (online) learning,
due to factors related to the children (family) and to school (and teachers). Regarding family factors, support staff
reported the following: limited opportunities for parents to help their children with schoolwork, unwillingness of
parents to help in the learning process, socioeconomic factors, lack of Internet access, and limited available
technology. Among the main contributing factors related to schools and teachers were the inadequacy of online
forms of learning and assessments for individual student needs and regular teachers’ lack of knowledge regarding
working with children with disabilities (see Table 6).

Table 6 Inclusion of students with disabilities in distance (online) learning and contributing factors, according to support staff
Codes Subcodes
Level of inclusion in • Low level of inclusion
distance (online) learning • Low level of inclusion within regular activities

Contributing factors • Limited possibilities for parents to help their children

(family) • Parental willingness to assist in the learning process
• Children ’s socioeconomic factors
• Lack of technology and Internet access

Contributing factors • Inappropriateness of online learning for meeting

(schools, teachers) individual student needs
• Inadequacy of learning and assessment for students
with disabilities
• Lack of knowledge among regular teachers on how to
work with students with disabilities
“This format does not provide these children the possibility of reaching their full potential.” (Case Study #3, Support teacher)

“Teachers have now started to create some ways of implementing the class with the help of assistants and school support
teachers, but for children with disabilities, it does not seem so appropriate.” (Case Study #4, Assistant)

“Assessment methods are not appropriate... ” (Case Study #3, Support teacher)

“[There is a] lack of inclusion; all lessons are intended only for children with typical development.” (Case Study #6,
Assistant)

Impact of COVID-19: Challenges for children with disabilities and their parents

According to support staff, challenges faced by students with disabilities throughout the COVID-19 period and in
online learning were lack of contact with other children, difficulties in completing tasks, lack of technology and
Internet access, workload, not attending in-person classes with other children, and difficulties understanding lessons.
According to support staff, parents during this period are generally overloaded, yet they have a key role in their
children’s learning process. All participants also stated that children with disabilities and their families tend to lack
emotional support from schools, while some participants emphasized that students with disabilities involved in the
learning process, the only emotional support they have received during this period has been from their peers or
teachers (see Table 7).
Table 7 Impact of COVID-19: Challenges for children, parents, and support staff and levels of emotional support, according
to support staff
Codes Subcodes
Children (challenges) • Change in daily routines
• Lack of contact with other children
• Difficulties carrying out tasks
• Lack of technology and Internet access
• Inability to express oneself
• Overloaded with tasks
• Not included in lessons with other children in the
classroom
• The way lessons are conveyed
Parents (Challenges) • Overloaded
• Have a key role in their children’s learning process

Challenges for parents • Lack of support

and children • Only support comes from friends
• Only support comes from teachers
• Minimal support from schools due to the lack of
psychologists

Challenges for support staff during the COVID-19 period and online work

Support staff stated they faced several challenges linked to a variety of concerns: dilemmas regarding whether
they are adequately clarifying instructions and tasks for students, inability to provide the maximum level of support,
lack of physical interaction with students, and lack of patience from students necessary to perform school activities
and tasks. Additionally, families’ socioeconomic situations, change in routines, inadequate parental commitment,
and inadequate cooperation among teachers and support staff were reported to influence the challenges faced by
support staff (see Table 8).

Table 8 Challenges for support staff during the COVID-19 period and while working online
Codes Subcodes
Support staff
• Unsure whether they are adequately clarifying
(challenges)
instructions and tasks for their students
• Inability to provide the máximum level of professional
support
• Lack of physical interaction with students
• Lack of patience in students

Influential factors:
• Children ’s socioeconomic situations
• Change in children’s routines
• Improper parental involvement to support the
children
• Inadequate cooperation between teachers and
parents

Collaboration with regular teachers, psychologists, and parents

Participants stated they have stayed in constant contact with regular teachers and the parents of children with
disabilities and continue to cooperate with them. However, several participants emphasized the reluctance of regular
 teachers to cooperate with support teachers and assistants. In cooperating with regular teachers, coordination was
emphasized for reaching IEP objectives, as well as for activities related to distance (online) learning. In the
framework of cooperation with parents, their support was emphasized regarding homework, consultations, and
assistance in improving children’s behaviors. Furthermore, participants stated that the COVID-19 period has
increased cooperation among support teachers, parents, and regular teachers. Most (n = 5) support staff stated that
within the schools where they work, there is a lack of school psychologists. However, some participants stated that
they have cooperated with school psychologists regarding learning, emotional support, and behavioral management
for students, and when designing individualized educational plans.

Level of benefits from online learning for students with disabilities

From the perspective of support staff, students with disabilities benefit very little from online learning, and they
miss opportunities to be part of activities with others in the classroom.

Opportunities to improve participation, inclusion, and education quality

According to support staff, several actions must be taken to achieve a higher level of participation, inclusion, and
quality education for students with disabilities. Some key issues were highlighted that need be addressed by
educational institutions during and after the current COVID-19 period of distance (online) learning, including the
following: adapting curricula to children’s individual needs; improving teachers’ knowledge and skills on how to
interact, communicate, and work with students with disabilities; ensuring equal treatment and inclusion of students
with disabilities within regular teaching activities with other students; support and increase cooperation with parents;
offering them assistants for their children at no charge. It was also suggested that opportunities should be provided
for external service providers: organizations to provide online services (see Table 9).

Table 9 Opportunities for increasing participation, inclusion, and education quality (during and after COVID-19), according
to support staff
Codes
Curricula and working
methodology
Raising the capacity of
teachers
Equal treatment and
inclusion
Parental Involvement
and Support
Providing online services
Subcodes
• Adapt curricula according to children ’s individual needs
• Improve teachers ’ knowledge and skills in interacting
and communicating with students with disabilities
• Train teachers on disabilities and how to work with
students
• Treat students with disabilities equally with others
• Paying more attention and care for students with
disabilities
• Rely on readjusting to routines
• Involve students with disabilities in the learning process
• Involve them in school activities
• Give them more space to express themselves
• Provide parent support programs
• Increase cooperation andparental involvement
• Offer parents assistants for their children free of charge
• Government should subsidize organizations that provide
online services

“The government in this period should subsidize certain organizations and provide more online services for children with
disabilities.” (Case Study #2, Support teacher)

“To also share some dedicated time for consultation and discussion with the children's parents about the things that are
concerning and necessary for their children.” (Case Study #4, Assistant)

“Joint online meetings through which parents can share their experiences, as parents already have taken on teaching
 roles.” (Case Study #7, Assistant)

Lessons learned by support staff during the COVID-19 period and online engagements

According to support staff, during online interactions with their students, they have increased their knowledge on
using technology while teaching, come to understand that social networks and online platforms provide good
opportunities for collaborations with parents even after the COVID-19 period, increased their professional capacity
to improve support for children with whom they work, and identified that more needs to be done to integrate
children with disabilities into mainstream schools (see Table 10).

Table 10 Lessons learned by support staff during the COVID-19 period and online engagements
Codes
Lessons learned from
online engagement
Subcodes
• Using technology for lessons
• Social networks and online platforms can be used to
inform parents after the COVID-19 period about the
children’s achievements
• More needs to be done to integrate children with
disabilities into mainstream schools
• Professional capacity to improve children’s support
should be increased

Findings Section 3
Challenges of children and parents during the COVID-19 period (common perspective)

Within the explored areas, the perspectives of experts and support staff showed some correspondence with each
other. Both parties reported that among the challenges children with disabilities have faced during the COVID-19
period are changes in their daily routines, and a lack of socialization, emotional support, and services. Moreover,
both parties reported that parents of children with disabilities often lack the competency to help their children with
school commitments, and are negatively impacted by socioeconomic factors, parental overload, and parental stress,
which are some of the challenges reported to affect inclusion and benefits from online learning for their children.

Inclusion of children with disabilities in distance (online) learning and contributing factors

According to this study’s findings, both expert and support staff participants reported a low level of inclusion of
children with disabilities in distance (online) learning. Moreover, both groups reported that, low levels of inclusion,
before the COVID-19 pandemic into mainstream education system as well as during online learning activities. The
inadequacy of online teaching in meeting children’s individual needs, families’ economic hardships, lack of
technology and Internet access, limited opportunities, and parents’ unwillingness to help their children were
emphasized as common
 factors that contribute to the level of inclusion of children with disabilities in online learning (see Table 11).

Table 11 Inclusion of children with disabilities in distance (online) learning and contributing factors, according to both groups
(Sections 1 and
2)
Codes Subcodes
Level of inclusion of children with • Low inclusion before and during COVID- 19
disabilities in online learning pandemic
Contributing factors (MES/schools) • The inadequacy of online learning for children
’s individual needs

Contributing factors
• Economic difficulties
• Lack of technology and Internet access
• Opportunities and readiness of parents to
help, parental level of education

Possibilities for improving participation, inclusion, and education quality (during and after COVID-19)

Both groups posited that to increase participation and inclusion, and improve the quality of education during and
after the COVID-19 period, it is important to adapt curricula to children’s individual needs, and children with
disabilities need to be treated equally with other students and be regularly involved in joint activities with other
students as well. Furthermore, both groups emphasized the importance of advancing mainstream and support staff
professional development to work with children with disabilities and increasing parental involvement and support
(see Table 12).

Table 12 Possibilities to improve participation, inclusion, and education quality (during and after COVID-19), according both
groups (Sections 1 and 2)
Codes Subcodes
Curricula and • Adaptation of curricula according to children ’s
working individual needs
methodology
Equal treatment • Equal treatment and inclusion in the mainstream
and inclusion learning process

Teachers • Improving teachers’ skills and knowledge

for inclusive teaching approaches

Parental • Increase parental involvement and support for

involvement parents
and support
 Discussion

This study’s findings show that support teachers, assistants, therapists, activists, service providers, children with
disabilities, and parents of children with disabilities in Kosovo face numerous challenges and concerns due to the
spread of the COVID-19 pandemic, including lockdowns, physical distancing, school closures, shifts to distance
learning, and a lack of support services. These challenges are in line with previous suggestions that lockdowns,
physical distancing, and a shift in learning format, as well as other economic and contextual factors, can have
disproportionate negative effects on vulnerable groups, including children with disabilities and their families
(UNICEF 2020b; World Health Organization and World Bank 2011).
According to the current study’s results, similar to traditional learning environments (KEEN 2017; MES 2018a;
MES and KAS 2017), the levels of participation and benefits from distance (online) learning for children with
disabilities are low, although adapting this format to learners’ individual needs and fostering an inclusive and
supportive online educational system are among the main requirements of world educational organizations (e.g.,
UNESCO 2020c; UNICEF 2020d). Furthermore, the current study found numerous difficulties faced by children
with disabilities and their parents related to a lack of inclusiveness during the COVID-19 period, including
inadequate technology, and a lack of prior experience with online learning, that support the findings from other
recent publications both before and during the pandemic (e.g., Crow 2008; Hyseni Duraku and Hoxha 2020; Kinash
et al. 2004; UNESCO 2020c).
The current study reported on multiple factors that influence the inclusion of children with disabilities in online
education. These factors are related to various systems and levels such as educational policy-making and institutions,
social and mental health services, families, and the interactions among these systems. Further, numerous pre-existing
factors associated with educational systems and families (e.g., Aliu et al. 2018; MES 2018a UNICEF 2017a;
UNICEF 2017b) have been identified as having an impact on the challenges and concerns related to COVID-19. The
most prominent educational system factors include inadequate services for children with disabilities, such as a lack
of support teachers, psychologists, and assistants; lack of professional assessments and implementation of
individualized educational plans; and lack of skills for teachers related to inclusion and adaptation of methodology.
Similar to those found in other countries, the results of this study show that, although administrative instructions
addressing a number of these challenges exist, they have not been properly put into practice (Forlin 2006;
McConkey and Bradley 2010; Sharma and Deppeler 2005; Xu 2012; Forlin et al. 2013).
Contributing factors at the family level include socioeconomic status, family size, parental education level,
opportunities to help children learn, and access to and use of technology, supporting findings from other studies
regarding parental involvement in their children’s distance (online) learning during and before the COVID-19 period
(e.g., Borup et al. 2015; Cluver et al. 2020; Currie-Rubin and Smith 2014; Harper et al. 2013; Smith, 2016).
Similarly, the current study indicates that challenges experienced during the pandemic have heightened parental
stress, influenced parental practices, and deteriorated parent-child relationships. These results support the findings of
Hyseni Duraku et al. (2020), in which mothers of children with autism also reported physical fatigue, fear, revulsion,
and embarrassment, while the characteristics and behaviors of children were reported to be associated with high
levels of stress as a result of the COVID-19 pandemic.
However, in addition to the challenges and concerns from social isolation and the shift to distance (online)
learning, a number of advantages have also been reported. At the family level, changes in routines have paved the
way for more family time, shared family activities, and increased parental attention and commitment. Families’ time
spent together and their routines and rituals may have a positive impact on children’s well-being and development
(Fiese 2006; Huntsinger and Jose 2009). Moreover, according to support teachers, due to the shift to distance
(online) learning, parents have begun to show increased appreciation for their children’s participation in the learning
process. Support teachers also reported an increased appreciation for online platforms and social network use for
interacting with parents. They also stated that technology use during the COVID-19 pandemic has helped them
increase their knowledge of technology for teaching and learning, which supports the findings from another study on
distance (online) learning in Kosovo during the pandemic (Hyseni Duraku and Hoxha 2020).

Practical implications and future directions

A crucial factor for policy-makers, organizations, and researchers regarding inclusiveness for children with
disabilities is collecting data on individual needs and utilizing it for responsive teaching and services. Students’ data
are listed among significant indicators of the effectiveness of inclusive education, especially in terms of measuring
students’ academic success and the degree of inclusion achieved (Loreman et al. 2014). Furthermore, these data will
also provide information on adjustments in practice and resource provision. Moreover, data from national and
international assessments are vital to maximize the impact of teaching and learning. The results of these assessments
allow teachers to monitor and compare students’ progress and, accordingly, improve policies and practices
(UNESCO 2013).
Stimulating and maintaining school-home partnerships are also significant factors for inclusion (Winter and
O’Raw 2010) and children's achievement (Forry et al. 2012). School organizational factors and teacher attitudes may
influence parents’ involvement in their children’s education (e.g., Douglass 2011; Halgunseth et al. 2009; Henderson
and Mapp 2002; Hoover-Dempsey et al. 2005; Lewis et al. 2011); thus, school leaders and psychologists should take
proactive, family-focused approaches. Holding online parent meetings and guiding parents in supporting their
children’s distance (online) learning are also necessary, and should be the main focus of the educational institutions.
During the COVID-19 period, schools have been advised to contact individuals who may be facing challenges
or had significant stressful factors in their lives prior to pandemic (Coffey et al. 2020; Kelly et al. 2020). In this way,
schools can offer support, take an interest in families’ potential needs, acknowledge families’ efforts, and encourage
them (ibid). Further, through written communication or virtual meetings, schools can disseminate information about
services they offer (ibid). This information should be fact-based, and communication should also include uplifting
content. Schools may also implement educational programs to help parents cope with stress and connect families to
community services (Kelly et al. 2020).
School plays an important part in how parents perceive their role in their children's learning, which is a vital
factor for parental engagement (Green et al. 2007; Hornby and Lafaele 2011). Many parents are not involved in their
children’s learning process due to the belief that their participation does not help the school (Abu-Hamour and Al-
Hmouz 2013; Al-Dababneh 2018), and that it is the school’s responsibility to manage children’s education and
behavior (Rogers et al. 2009; Souto-Manning and Swick 2006). Therefore, schools, teachers, and psychologists
should encourage a sense of responsibility in parents by clearly communicating the roles and responsibilities
expected of them (Fishman and Nickerson 2015). Other studies reported that increased levels of parents’
involvement in their children’s learning at home may also help develop children’s competency and motivation
(Yotyodying and Wild 2016).
Increasing teachers’ awareness and improving their viewpoints regarding students’ (dis)abilities and
inclusiveness should be considered a focal point for interventions. The beliefs teachers hold are related to their
knowledge and skills and may influence their teaching methods (Maggioni and Parkinsion 2008). Additionally, it
has been suggested that teachers who hold negative beliefs regarding students’ disabilities spend less time and effort
including students with disabilities in their teaching processes and prefer to delegate curriculum delivery to
segregated classes or as homework (Jordan et al. 1993; Jordan et al. 2010; White 2007). Contrastingly, teachers who
believe that society mostly serves the abled and creates barriers for those with disabilities, consider it their
responsibility to increase access and accommodate students by working longer and at greater levels (Jordan et al.
2010).
In addition to teacher awareness, participants in the current study also reported low levels of parental awareness
regarding the inclusion of children with disabilities into mainstream schools. Addressing factors that may influence
parental beliefs (e.g., Fox and Ysseldyke 1997; Green and Shinn 1994; Hanline and Halvorsen 1989; Leyser and
Kirk 2004; Palmer et al. 2001) could also affect their attitudes toward including their children in mainstream
schools.
Properly integrating technology into learning by addressing influencing factors in this regard such as building
teacher capacity, providing family support,
adapting and matching curricula, creating online content and individualized educational plans, and using different
forms of multimedia is considered an advantage to children’s with disabilities learning. A case study on creating
distance learning accessible to students with disabilities suggested a number of standards in this regard (Burgstahler
et al. 2004). These include teaching and learning through teacher-student interactions via forms of communication
such as voice or text messages, providing instruction and supporting material about the nature of and technical
requirements for student participation, providing support services for students and space for them to submit requests
related to their needs, and evaluating the effectiveness of distance learning programs. Similar components such as
space for students to express themselves, guidance programs, and applying accessibility, such as offering graphic
content and integrating captions or text alternatives of video clips were also suggested by the current study’s
participants. Other suggestions include simplifying and adapting curricula and not burdening students with
homework assignments.
Another significant factor in students’ academic success in distance learning is the role of teachers and
psychologists in supporting students with disabilities in mastering self-regulation strategies (e.g., Fritschmann et al.
2007; Harris et al. 2006). Rice and Carter (2016) share a number of strategies teachers have used to encourage
children with disabilities to complete online learning activities. such as monitoring their progress, maintaining
regular weekly contact with parents and students, offering emotional support, and reminding students of their
obligations to complete tasks in order to remain part of a course. Another reported method is publishing online self-
help resources such as pacing guides, videos and graphic organizers. However, the authors posit that it is important
for teachers to use proactive approaches to help students realize what type of support they need, when they need it,
and where they can get it.
 Socioemotional support can be a significant factor in the development of children with disabilities (Atkins et al.
2003; Christenson 2004) and parental well-being (Reynolds 2007). School-based socioemotional programs have
been reported to significantly impact students with disabilities by reducing emotional distress and improving social
skills, academic achievement, and positive social behavior (Durlak et al. 2011). Furthermore, school psychologists
can support students by promoting self-regulatory, communication, and problem-solving skills (Masten et al. 2005),
which are also critical for distance (online) learning.
The findings of this study revealed a low number of pedagogical- psychological professionals within schools,
despite existing administrative instructions. Thus, employment of competent professionals is suggested. Moreover,
current literature suggests that programs that focus on supporting parents’ coping abilities and reducing stress may
better influence positive health outcomes for parents and stimulate positive changes in parental approaches to child
behavioral management (Anan et al. 2008; Bekhet et al. 2012; Bitsika et al. 2013; Estes et al. 2014; Harper et al.
2013; Herring et al. 2006; Sikora et al. 2013). Parents who receive professional support and adequate information
report higher satisfaction with services and generally experience less stress (Altiere and von Kluge 2009; Bonis
2016; Meadan et al. 2010; Moh and Magiati 2012; Rivard et al. 2015). Thus, school services and services offered by
and non- governmental organization should also include social and emotional programs and activities to support
parents of children with disabilities.
The results from this study show that non-governmental organizations are willing to support educational
institutions, while the need for governmental support for these organizations has also been emphasized. However,
the need to provide such services within schools has also been highlighted. The need and recommendation for
collaborations with organizations focused on people with disabilities has also been emphasized by global
organizations in relation to the COVID-19 pandemic (European Disability Forum 2020; National Council on
Disability 2020; OHCR 2020).
Even though the current study reported key factors that impact the low level of inclusion of children with
disabilities within the Kosovo educational system, further studies are needed to allow for in-depth analysis of the
interplay among different multilevel factors, from the perspective of parents, regular and support teachers, school
principals, and educational policy-makers.
Epstein (2001) has suggested six ways through which schools, families, and communities can collaborate, and
each way has a specific intention for a more effective partnership. These include: (1) supporting families in assisting
their children, as well as helping schools understand family dynamics; (2) providing two-way communication
through different channels; (3) encouraging families to volunteer in school activities to support their children; (4)
learning at home; (5) involving parents in decision-making; and (6) cooperating with the community through
coordinating resources and services among relevant parties. While schools in Kosovo show moderate levels of
achievement in these six categories of parental involvement as conceptualized by Epstein (Nagavci 2019), future
research should explore schools’ efforts and methods related to collaboration, especially with parents of children
with disabilities. Moreover, future studies could also focus on parents’ perspectives regarding school organizational
efforts for parental involvement, their actual school and home involvement and the motivation behind it, as well as
family factors influencing inclusiveness and related school support.
Future studies should also further examine teachers’ beliefs regarding students’ (dis)abilities and self-perceived
efficacy. Literature suggests that teachers’ beliefs about students’ efficacy and abilities may also influence their
perceptions of students’ potential (Soto and Goetz 1998), as well as teachers’ efforts and methods (Jordan et al.
2010). If teachers believe they can influence students’ academic achievement, they may be more willing to engage
with those students, have more positive perceptions of and higher expectations for students, (Soto and Goetz 1998)
and put greater effort into creating conditions to accommodate students’ needs and increase student learning (Jordan
et al. 2010).
Further research on assessing teachers’ levels of professional development when working with children with
disabilities is also important in identifying teachers’ needs, in order to increase their competency in working with
students with disabilities (Loreman 2009; Soto and Goets 1998) and potentially have a positive impact on inclusion.
Additionally, future research should consider best practices for technology integration in education for students with
disabilities.

Acknowledgments: The authors of this study would like to thank all the participants for their participation in the
study and their valuable contributions: Jeta Deva, Executive Director of the National Autism Association in Kosovo;
Sebahate Hajdini Zeqiri, mother of a child with Down Syndrome, co-founder, and leader of Down Syndrome
Kosova; Leonora Bajraktari, rights activist for children with disabilities and assembly member at the municipal level
of Prishtina; Iliriana Geci, an external expert at the Disability Forum; Durim Gashi, Project Coordinator at Handikos,
and all support staff.
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 Appendix: 1
Existing services for children with disabilities and their parents

Existing Autism spectrum disorder (ANAK)

services for • Virtual meetings with parents, the support provided in setting up and
children with achieving the objectives with their children, according to the difficulties
disabilities of children encountered during the isolation at home.
and their
parents Advantages (for parents and children)
• Defining and achieving new objectives with their children
• Starting new routines and gaining practical skills
• Greater involvement of parents in children's activities

Down Syndrome (Down Syndrome Kosova)

• Online services and recommendations for parents on actions to
be taken with their children within ergo-therapy, developmental
therapy, and speech therapy
• Support groups for autonomy and vocational training for young
people with Down Syndrome

Advantages (for parents and children)

• Easy to follow instructions and positive effects from services

Physical Disability (Handikos)

• Online group sessions for parents on positive discipline, stress
management during the pandemic, and recommendations for self- control
• Online individual counseling sessions with parents
• Video-tutorials on adapting home tools to didactic tools aimed at
achieving specific objectives for children, and instructions for the
maintenance of auxiliary equipment, including wheelchairs

Advantages (for parents and children)

• Emotional support for parents, improving parenting practices,
and stress management
• Advancing skills for adapting home appliances to didactic tools,
developing creativity, and participation of children and parents
in joint activities

Advantages of online format services

• Advancing forms of support for parents by providing feedback from parental
observations (recordings) during work with their children

iew publication