Disability, Inequity, and Opportunity amidst the COVID-19 Pandemic: Lessons Learned and Future Directions for Family–Professional Interactions
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 5057
Special Issue Editor
Special Issue Information
Dear Colleagues,
This issue of Education Sciences aims to highlight interactions between families of students with disabilities and education professionals during the COVID-19 pandemic. Prior to COVID-19, education was not considered a priority or even possible during international states of emergency. However, by virtue of advances in science and technology, education continued in many parts of the globe as the pandemic stretched into days, weeks, and months. For students with disabilities, positive family–professional interactions are a critical factor in supporting academics, behavior, and social outcomes. These critical interactions, however, were never more imperative than during the COVID-19 outbreak, as families assumed numerous roles (e.g., primary caregiver, educator, service provider, therapist) and education professionals became reliant on families to support instruction.
In accordance with the aims and scope of Education Sciences, this issue will explore the nature, dynamics, and outcomes of family–professional interactions, including when schools abruptly closed and then reopened under uncertain circumstances and guidelines. As the pandemic continues to impact the delivery of education for students with various disabilities across primary and secondary settings, this issue will encompass a variety of stakeholder viewpoints (e.g., family caregivers, students, education professionals, administrators), and focus on inequities as well as the development of creative approaches to family–professional interactions.
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:
- Communication;
- Technology;
- Behaviour;
- Mental health;
- Student accommodations and modifications;
- Individualized education programs/plans;
- Instructional strategies;
- Barriers and inequities;
- Professional development;
- Family support;
- Student support;
- Cultural responsiveness/humility;
- Community involvement;
- Policy.
I look forward to receiving your important contributions.
Dr. Grace L. Francis
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
