ABSTRACT

The purpose of this article is to critique the practices of those coordinating provision for children and young people with special educational needs during the Coronavirus pandemic. Whilst many schools are focusing on the practical aspects of getting students and staff back to school, there is a danger that practicalities may obfuscate broader systemic problems. In terms of educating children and young people with special educational needs and/or disabilities, Covid-19 offers an opportunity to reflect on the difference between physical ‘bubbles’ designed to reduce transmission and the theoretical and professional ‘bubbles’ that have existed for many years. Whilst the former is urgent, it cannot be allowed to overwhelm the important; the role of the SENCO being one example. As education systems vary across geo-political contexts, a critique of practice in England is used as an exemplar for analysis.

摘要

本文的目的是批评那些在冠状病毒大流行期间为有特殊教育需要的儿童和青少年提供协调服务的做法。尽管许多学校都将重点放在让学生和教职员工重返学校的实际方面，但实际情况可能会混淆更广泛的系统性问题。在教育有特殊教育需求和/或残疾的儿童和青少年方面，Covid-19 提供了一个机会来反思旨在减少传播的物理“泡沫”与许多人已经存在的理论和专业“泡沫”之间的区别年。前者虽紧急，但不能压倒重要；SENCO 的作用就是一个例子。由于教育系统因地缘政治环境而异，