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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 education1 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.

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)

**Inclusive
United education
Nations (1989),means a responsive
Convention on the approach
Rights of to
thespecial
Child,needs,
Articleaccommodating
28 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).
 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 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
individuals 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

1 14%
old)

Primary education (grades

2 57%
1−4, 6−10 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

5 71%
parents

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 Fushë Kosovë, 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 Subcodes
Level of inclusion of • Extremely low inclusion of students with disabilities
children with disabilities in educational institutions (regular schools and
in education (before the resource centers)
COVID-19 period) • Unequal treatment within teaching processes
• Participation in educational institutions, but at a
low level of inclusion
Influential factors at the • Lack of assistants, support teachers, speech
national and municipal therapists, school psychologists, and social workers
levels 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
Influential factors • Resistance from schools to admit children with
(Schools and teachers) 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
Influential factors • Economic constraints of parents that prevent them
(Parents) 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 Subcodes
Children • Main difficulties, change in daily routines
(Challenges/difficulties) • Prohibition of regular (additional) activities
• Lack of socialization
• Lack of emotional support
• Changes in learning formats
Parents • Lack of competence to support children with
(Challenges/difficulties) 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 affecting parents' emotional
state
• Lack of services and isolation at home impact
parental stress and practices
• Deterioration of marital relationships with an
influence on children
Children (Advantages) • 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
Parents (Advantages) • Greater parental engagement in supporting and
conducting activities with children
• Suitable period for parents 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
• Low inclusion
Level of inclusion of • Lack of inclusion of certain groups of students with
children with disabilities
disabilities in distance • Lack of inclusion evaluation
(online) learning • 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

Contributing factors • The inadequacy of online learning for addressing

(MES/schools) 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 and parents 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
Contributing factors • Lack of appropriate technology and technical
(children/parents) 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 teaching process 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 and physical health
Teachers and support • Improving teachers' skills and knowledge for
teachers inclusive 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

(family) children
• 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 maximum 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 Subcodes
Curricula and working • Adapt curricula according to children’s individual
methodology needs
Raising the capacity of • Improve teachers’ knowledge and skills in interacting
teachers and communicating with students with disabilities
• Train teachers on disabilities and how to work with
students
Equal treatment and • Treat students with disabilities equally with others
inclusion • 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
Parental Involvement • Provide parent support programs
and Support • Increase cooperation and parental involvement
• Offer parents assistants for their children free of
charge
Providing online services • 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 Subcodes
Lessons learned from • Using technology for lessons
online engagement • 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-
disabilities in online learning 19 pandemic

Contributing factors • The inadequacy of online learning for

(MES/schools) 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
working children’s individual needs
methodology
Equal treatment • Equal treatment and inclusion in the
and inclusion mainstream learning process

Teachers • Improving teachers' skills and knowledge

for inclusive teaching approaches
Parental • Increase parental involvement and support
involvement and for parents
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
disabilities and difficulties of children encountered during the isolation at home.
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

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