Measures of Education and Training to Support the Long-Term Skills of Teachers After the COVID-19 Crisis: It Is Imperative to Leave No Student With Special Needs Behind
Source of Publication
Rethinking Inclusion and Transformation in Special Education
School closures and the wider social constraints resulting from the COVID-19 pandemic have highlighted the difficulty of attaining educational goals and affected students with special needs. Education and training systems have responded and demonstrated a great ability to innovate and adopt new approaches, but also shown significant shortcomings due to teachers' being unwilling to make use of different environments and learning tools. The chapter reflects on the immediate response to the lessons learned from the COVID-19 pandemic, looking at the systems of teacher support available, including the successful and safe uses of technology for learning that help education systems become more equitable and inclusive and more effective in fulfilling their mission, more efficient in their operation and use of resources, and thus, better equipped to serve the needs of their communities and society at large. Appropriate teacher training and teacher competencies are fundamental to ensuring teachers are adequately skilled, remunerated, and ready to implement equitable and inclusive learning.
Efthymiou, Efthymia, "Measures of Education and Training to Support the Long-Term Skills of Teachers After the COVID-19 Crisis: It Is Imperative to Leave No Student With Special Needs Behind" (2022). All Works. 5350.
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