A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with disabilities, we all can gain understanding from examining strategies used by national, state, and local governments; school systems; and support agencies. From these strategies, we can determine effective and efficient models moving forward that support all students (e.g., students with mental health and medical needs) through non-traditional education during natural disasters, pandemics, or unexpected events

为两个国家提供了教育，特殊教育，农村社区和非传统教育的全球视角。土耳其和澳大利亚都以类似但不同的方式应对了COVID-19全球大流行。通过两个国家的故事，对残障学生迅速对停课进行应对，我们每个人都可以通过研究国家，州和地方政府使用的策略来获得理解；学校系统；和支持机构。从这些策略中，我们可以确定有效且高效的模式，以在自然灾害，大流行或突发事件期间通过非传统教育为所有学生（例如，有精神健康和医疗需求的学生）提供支持