Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching


  • Dr. Susan Porter California State University, Dominguez Hills
  • Dr. Kai Greene California State University, Dominguez Hills
  • Dr. Kate Esposito California State University, Dominguez Hills





This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.


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How to Cite

Porter, S. G., Greene, K., & Esposito, M. C. K. (2021). Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching. International Journal of Multicultural Education, 23(3), 43–61.