To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities.

中文翻译：

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正常退役：COVID-19 破坏了有学习障碍的年轻人的学校规范

为了减缓 COVID-19 的传播，2020 年 3 月 20 日，英格兰各地的托儿所、学校和学院对所有学习者关闭，除了那些是关键工人的子女或被认为是“弱势群体”的人。随着有学习障碍的年轻人、家庭、专业人士和学校熟悉 COVID-19 带来的新视野的 Erfahrung，改变社会包容的消极性正在成为“新常态”。本文捕捉到这一瞬息万变的时刻，反思性地分析了改变生态途径对有学习障碍的人的社会包容的奇怪生产变量。