Inclusive Education in Times of Pandemic: Effects of COVID-19 on Students with Disabilities

Abstract

The COVID-19 pandemic triggered an unprecedented global educational crisis, significantly disrupting learning continuity and exposing deep inequalities within education systems. This study, developed under a qualitative approach with a descriptive-analytical design, aimed to examine the impact of the pandemic on the education of students with disabilities in vulnerable contexts. Based on a systematic review of documentary sources, institutional reports, and prior research, the study identified the main barriers and educational responses implemented during school closures. The findings indicate that the suspension of face-to-face education and the rapid shift to remote learning intensified existing disparities, particularly due to limited access to technology, lack of adapted educational resources, and adverse socioeconomic conditions. Furthermore, many of the strategies adopted replicated traditional teaching models without adequately addressing student diversity, thereby restricting the participation of learners with disabilities and negatively affecting their overall well-being. The study also highlights the role of structural factors, such as poverty and insufficient teacher preparedness, in shaping the effectiveness of educational responses. In this context, it is concluded that the pandemic not only deepened educational inequalities but also revealed the urgent need to strengthen education systems through more inclusive, flexible, and resilient approaches. Ultimately, the crisis presents an opportunity to rethink educational models toward greater equity and to ensure the right to education under all circumstances.