| Description of good practice: |
This literature review aims to map evidence and identify acknowledged ways in which
COVID-19 has impacted on education in general and inclusive education in particular at
European and national levels. The intention is to provide a comprehensive overview of key
messages for member countries of the European Agency for Special Needs and Inclusive
Education (the Agency). It will also inform possible future Agency work on this topic.
Several questions guide the review:
• What information is available about COVID-19’s impact on education? How are the
topics framed in international, European and national documents?
• How have education stakeholders adapted to the needs and context of vulnerable
learners (e.g. change in teaching methods; governments and private sector
providing accessible devices and connectivity)?
• What evidence from European countries can support future decision-making and
collaboration with various stakeholders?
• How can European countries learn and collaborate to minimise the effects of the
current education crisis on vulnerable learners?
In total, 250 documents were reviewed, including international and national guidelines,
policy briefs, white papers, political declarations, reports based on quantitative and
qualitative surveys, academic papers, blog articles, online databases, portals and
webinars. The documents covered the period March–December 2020. They were analysed
using a grounded approach. This means that general ideas, recommendations and
explanations were grounded in, or emerged from, ‘data systematically obtained from
social research’ (Glaser and Strauss, 1967, p. 2).
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