Remote Education for People with Intellectual Disabilities: Inclusion or Exclusion? An Empirical Study

The purpose of this article is to compare the types of educational and rehabilitative support provided online to individuals with severe intellectual disabilities by the school systems of seven countries: Poland, Spain, Portugal, Bulgaria, Turkey, Romania, and Belgium. As we are living in the so-called postdigital era, it is imperative to explore its implications both generally and specifically for marginalised social groups, notably those with severe intellectual disabilities. In this context, questions arise regarding the extent and types of educational support offered by school systems in various European countries within special education settings. This is particularly relevant when considering how the organisation of educational and rehabilitation processes, the selection of teaching content, and finally, the methodologies and tools employed had to be swiftly and substantially adapted due to the COVID-19 pandemic. The study was conducted using a diagnostic survey method (survey questionnaires) and certain comparative research methodologies. It involved a sample of 642 teachers working in special education schools from seven countries (N=642).