16 10 191 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The impact of the COVID-19 pandemic on the education of children with disabilities. Subject The topic of the resource The impact of the COVID-19 pandemic on the education of children with disabilities. Description An account of the resource The authors are academics at faculties of Social and Behavioural Sciences and Philosophy at the Universities of Utrecht and Prishtina. Through semi-structured interviews with experts of disabilities and children’s rights and educational support staff they explored the influence of the pandemic on “the well-being and daily activities of children with disabilities and their families” in Kosovo, using data from 12 participants gathered over a week during May 2020. The authors outline some of the rights of children (and children with disabilities) before drawing on other studies’ findings, then detailing their own findings. They compare pre-COVID with COVID, and include qualitative data in the form of quotes. Results are divided into challenges for children, challenges for parents/families and challenges for both; and challenges for support staff and teachers. Explores opportunities as well as challenges. Includes a discussion and future considerations and an extensive bibliography. Creator An entity primarily responsible for making the resource Duraku, Z.H., Nagavci, M. Source A related resource from which the described resource is derived https://www.researchgate.net/publication/342282642_The_impact_of_the_COVID-19_pandemic_on_the_education_of_children_with_disabilities Publisher An entity responsible for making the resource available Research in Developmental Disabilities Date A point or period of time associated with an event in the lifecycle of the resource 1 Jan 2021 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context 10.13140/RG.2.2.17807.41125 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Exploring Technology Design for Students with Vision Impairment in the Classroom and Remotely Subject The topic of the resource Exploring Technology Design for Students with Vision Impairment in the Classroom and Remotely Description An account of the resource The authors, academics at Colorado University, looks at how technology can support development of the functional living/behavioural skills (as set out in the Expanded Core Curriculum) as well as the academic skills, to support TVIs. The researchers combined observation of an elementary classrooms at a school for the blind over 6 weeks, then conducted remote interviews with educators. The authors set out current challenges facing students and educators. They outline their methodology, then identify how their subject educators currently integrate teaching aspects of the ECC within their curriculum, with reference to classroom layout, timetables and class plans. They also explore educators use of and attitudes towards technology in this context. They look briefly at remote learning (6.2.2.) – remote learning having been introduced post the observation component and pre-the interviews with educators. This paper includes an extensive bibliography. Creator An entity primarily responsible for making the resource Gadiraju, V., Doyle O., Kane, S.K Source A related resource from which the described resource is derived https://dl.acm.org/doi/abs/10.1145/3411764.3445755 Publisher An entity responsible for making the resource available 2021 CHI Conference on Human Factors in Computing Systems Date A point or period of time associated with an event in the lifecycle of the resource May 8–13, 2021 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://doi.org/10.1145/3411764.3445755 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Considerations for Teachers Providing Distance Learning to Students with Disabilities Subject The topic of the resource Considerations for Teachers Providing Distance Learning to Students with Disabilities Description An account of the resource This brief was produced in May 2020 by a “nonpartisan, nonprofit research, development, and service agency that partners with education and other communities throughout the United States and abroad to promote excellence, achieve equity, and improve learning for children, youth, and adults.” It is aimed at teachers supporting students with a range of disabilities through remote learning made necessary by the pandemic. It lists questions and considerations teachers can work through to determine the best solution, includes ”dos and don’ts”,and links to resources and examples. The brief breaks the information down into 5 key teaching/learning components: supportive distance teaching and learning environment; student engagement; lesson design and instructional resources; social-emotional support; and executive function capacity. Creator An entity primarily responsible for making the resource Herbburger, D. Source A related resource from which the described resource is derived https://www.wested.org/wp-content/uploads/2020/05/Teacher_Considerations_Distance_Learning_for_Students_with_Disabilities_FINAL.pdf Publisher An entity responsible for making the resource available WestEd Date A point or period of time associated with an event in the lifecycle of the resource May 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://www.wested.org/wp-content/uploads/2020/05/Teacher_Considerations_Distance_Learning_for_Students_with_Disabilities_FINAL.pdf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Human rights and the post-pandemic return to classroom education in Australia Subject The topic of the resource Human rights and the post-pandemic return to classroom education in Australia Description An account of the resource The authors – both at the Law Faculty of the University of Newcastle, Australia explore the complexity of balancing key human rights to health, the right to receive education and the right to work in a safe environment (for students, teachers and staff) in the context of Australian teaching returning to the classroom after the initial COVID lockdown in Australia, noting particular tensions between rights in the case of people with a vulnerability such as a disability. They outline the narrative of COVID and the lockdown in Australia, and the different approaches taken in returning to the classroom (noting this is mainly predicated on the assumption that children are not overly susceptible to COVID). The authors outline relevant national and international Human Rights laws and how they relate to the return to the classroom, including how laws may be breached in not enabling a safe equitable option to children/families/teachers deemed vulnerable. Concluding they call for a “comprehensive human rights framework to support difficult processes of balancing rights in tension”. Creator An entity primarily responsible for making the resource Maguire, A., McNamara, D. Source A related resource from which the described resource is derived https://journals.sagepub.com/doi/full/10.1177/1037969X20954292 Publisher An entity responsible for making the resource available Alternative Law Journal Date A point or period of time associated with an event in the lifecycle of the resource August 31, 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://doi.org/10.1177/1037969X20954292 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource #LeftInLockdown - Parent carers’ experiences of lockdown Subject The topic of the resource #LeftInLockdown - Parent carers’ experiences of lockdown Description An account of the resource This report was produced by a coalition of more than 70 UK charities, set up to campaign to improve disabled children’s services. They set up an online survey to assess the impact of the coronavirus pandemic and lockdown on families with disabled children across the UK. The results are intended to assist government understanding and plans around support for disabled children both now and beyond lockdown. They outline the survey distribution and the breakdown of the (4074) respondents’ demographics, before relaying the qualitative and quantitative results. Questions covered perceptions of access to information, how families and children are coping, how much support they feel they are getting across a range of domains. It ends with a list of recommendations to government, focused on the ‘here and now’ (noting at the time of the survey – May 2020 – the UK was still very much in lockdown). Creator An entity primarily responsible for making the resource Disabled Children’s Partnership Source A related resource from which the described resource is derived https://disabledchildrenspartnership.org.uk/wp-content/uploads/2020/06/LeftInLockdown-Parent-carers%E2%80%99-experiences-of-lockdown-June-2020.pdf Publisher An entity responsible for making the resource available Disabled Children’s Partnership Date A point or period of time associated with an event in the lifecycle of the resource May 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://disabledchildrenspartnership.org.uk/wp-content/uploads/2020/06/LeftInLockdown-Parent-carers%E2%80%99-experiences-of-lockdown-June-2020.pdf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Australian Education Survey: Examining the impact of COVID-19 Report Summary Subject The topic of the resource Examining the impact of COVID-19 Report Summary. Description An account of the resource Based on the results of a national survey looking at challenges of moving education online during lockdown, teachers’ views on the impact on educational/social/emotional wellbeing and progress; and remote learning for students and teachers. This report on the full study points to the gathering of quantitative and qualitative data, soliciting teachers’ feedback around students’ access to technology/internet, how ready students were, how effective remote teaching/learning was, etc. Teacher challenges divided into five key areas related to:1) Teaching; 2) Learning; 3) Parents and Carers; 4) Health, Safety and Wellbeing; 5) Work Mode. Teacher opportunities divided into 1) Student Engagement 2) Rethinking Schooling, Education and Curriculum 3) Parents and Carers 4) Staff Collegiality and Collaboration 5) Teacher Proficiency. Creator An entity primarily responsible for making the resource Ziebell, N., Acquaro, D., Pearn, C., Seah, W.T. Source A related resource from which the described resource is derived https://findanexpert.unimelb.edu.au/scholarlywork/1456468-australian-education-survey--examining-the-impact-of-covid-19-report-summary Publisher An entity responsible for making the resource available Melbourne Graduate School of Education. The University of Melbourne Date A point or period of time associated with an event in the lifecycle of the resource 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://findanexpert.unimelb.edu.au/scholarlywork/1456468-australian-education-survey--examining-the-impact-of-covid-19-report-summary Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource COVID catch-up: helping disadvantaged students close the equity gap Subject The topic of the resource COVID catch-up: helping disadvantaged students close the equity gap Description An account of the resource This report starts with a series of recommendations to government to ensure students disadvantaged by remote learning are able to catch up. It outlines Australia’s educational situation during COVID, and references reports that highlight teachers’ perceptions of reduced learning/progress for students during periods of lockdown. The authors describe the 4 types of disadvantaged students. They outline the at-risk areas of learning and quantify lost learning (whilst emphasising their figures are rough estimates). The authors back up teachers’ perceptions around achievement loss with the systematic review of the literature on school closures led by the UK Education Endowment Foundation (EEF) in 2020 which suggested that “school disruptions widen achievement gaps for disadvantaged children”. The authors outline a ‘catch-up strategy’ involving tutoring, emphasis on wellbeing (and including a ‘try later’ strategy of exploring how digital teaching could compliment in person learning once more robust evaluation of digital teaching/learning is available). They show the value of governments funding this catch-up plan against the costs of them not doing so. A series of appendices set out learning loss estimated in different countries, and evidence around the effectiveness of tutoring. It ends with a bibliography. Creator An entity primarily responsible for making the resource Sonnemann, J. and Goss, P. Source A related resource from which the described resource is derived https://grattan.edu.au/report/covid-catch-up/ Publisher An entity responsible for making the resource available Grattan Institute Date A point or period of time associated with an event in the lifecycle of the resource 14 Jun 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://grattan.edu.au/report/covid-catch-up/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Leave no girl with disabilities behind: Ensuring efforts to advance gender equality in education are disability-inclusive Subject The topic of the resource Leave no girl with disabilities behind: Ensuring efforts to advance gender equality in education are disability-inclusive Description An account of the resource This advocacy brief (dated April 2021) is produced by a charity that supports disabled people and an initiative of the United Nation. It sets out Sustainable Development Goals 4 (ensure inclusive and equitable quality education and promote life-long learning opportunities for all) and 5 (Achieve gender equality and empower all women and girls) and cross-references them with the UNCRPD and UNCRC, noting the need for these to be considered in tandem. The authors highlight the paucity of reliable data, though identify the cumulative challenges faced by girls with a disability, living in a rural area in a developing country. The brief sets out Leonard Cheshire’s Inclusive Education Model and includes case studies of initiatives designed to reduce stigma. It references the likely impact of COVID on this cohort and calls for this crisis to be seen as an opportunity to “build back equal”. It ends with a series of calls to action to specific international summits, and a list of recommendations aimed at policy makers. Creator An entity primarily responsible for making the resource UN Girls’ Education Initiative and Leonard Cheshire Source A related resource from which the described resource is derived https://www.ungei.org/publication/leave-no-girl-with-disabilities-behind Publisher An entity responsible for making the resource available UN Girls’ Education Initiative and Leonard Cheshire Date A point or period of time associated with an event in the lifecycle of the resource Apr 2021 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://www.ungei.org/publication/leave-no-girl-with-disabilities-behind Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic Subject The topic of the resource Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic Description An account of the resource This paper (provided by one of the interviewees from this study) outlines the genesis of the South Pacific Educators of Vision Impairment (SPEVI)’s Community of Practice, from Mike McLinden’s call at the SPEVI conference in 2020 and the additional impetus created by the move to remote learning in Australia and New Zealand in response to the COVID pandemic. The author provides a referenced overview of the history and purpose of Communities of Practice before providing the agenda (including topics and guest speakers) and findings from each CoP meeting. The author links to SPEVI’s ‘learning from home’ resources. Meetings 1-3 explored remote/online practice, meeting 4 used McLinden’s Learning to Access/Access to Learning model to provoke a reflective activity. The author points to how the CoP connects with SPEVI’s aims, explores ways of measuring the CoP’s effectiveness and outlines next steps (noting the intention for the CoP to continue). The paper ends with a bibliography. Creator An entity primarily responsible for making the resource Fanshawe, Melissa Source A related resource from which the described resource is derived https://eprints.usq.edu.au/41128/ Publisher An entity responsible for making the resource available Journal of the South Pacific Educators in Vision Impairment Date A point or period of time associated with an event in the lifecycle of the resource 05 Feb 2021 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://eprints.usq.edu.au/41128/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Call for papers Subject The topic of the resource Creative education, impacts and responses on Covid 19 Creator An entity primarily responsible for making the resource Esther Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Global call for measuring access to assistive technology using the WHO rapid Assistive Technology Assessment (rATA) Subject The topic of the resource Global call for measuring access to assistive technology using the WHO rapid Assistive Technology Assessment (rATA) Description An account of the resource In the development of WHO-UNICEF Global Report on Assistive Technology (GReAT), WHO launched an initiative in early 2020 to support the Member States in measuring access to assistive technology (AT) through national representative household surveys. In response to the request of the international AT community, WHO extends this initiative and calls for engagement from all AT stakeholders in this global data collection campaign to contribute to the GReAT and make an impact in improving access to AT. This call invites proposals to conduct data collection on access to AT using the WHO rapid Assistive Technology Assessment (rATA) questionnaire. rATA is an interviewer-administered questionnaire, either used stand-alone or incorporated into other surveys. The rATA questionnaire is available in Arabic, Chinese, English, French, Spanish, Portuguese and Russian. WHO aims to select the best proposals from research institutes, national or international development agencies, NGOs, AT user groups and other civil society organizations. The successful proposals will be funded for data collection implementation and presentation in the global consultation of GReAT in 2021 (dates to be confirmed). Creator An entity primarily responsible for making the resource WHO Source A related resource from which the described resource is derived https://www.who.int/news-room/articles-detail/global-call-for-measuring-access-to-assistive-technology-using-the-who-rapid-assistive-technology-assessment-(rata) Publisher An entity responsible for making the resource available WHO Date A point or period of time associated with an event in the lifecycle of the resource 9 August 2020 Type The nature or genre of the resource hyperlink Identifier An unambiguous reference to the resource within a given context https://www.who.int/news-room/articles-detail/global-call-for-measuring-access-to-assistive-technology-using-the-who-rapid-assistive-technology-assessment-(rata)