Affiliation:
1. University of the Basque Country, Spain
Abstract
Extreme situations such as the COVID-19 pandemic have revealed important characteristics that can be used to improve inclusion in both face-to-face and distance modalities, such as strengthening connections between those involved and establishing activities in which technologies can be used to support inclusion effectively. This chapter aims to demonstrate that having a computer, tablet, or smartphone during a pandemic is not sufficient to ensure learning. To illustrate this point, several national online resources are inaccessible to students with disabilities, preventing them from participating in e-inclusion. Furthermore, because of a lack of collaboration and communication between classroom and special education teachers during COVID-19, teachers were unable to plan meaningful learning activities for their students. To achieve effective electronic inclusion, activities must be organized in such a way that they meet the needs of students with special needs, and modern, asynchronous tools must be available to assist in this process.
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