¿Cómo perciben las familias con hijos con necesidades educativas especiales la metodología online durante la pandemia de COVID-19?

Valentina Gómez Domínguez; Mª Teresa Gómez-Domínguez; Diego Navarro Mateu; Susana Tébar-Yébana

doi:10.31637/epsir-2024-1633

Authors

Valentina Gómez Domínguez Valencian International University https://orcid.org/0000-0002-7910-4974
Mª Teresa Gómez-Domínguez Valencia Catholic University Saint Vincent Martyr https://orcid.org/0000-0002-2667-2425
Diego Navarro Mateu Valencia Catholic University Saint Vincent Martyr https://orcid.org/0000-0002-1438-8232
Susana Tébar-Yébana Valencia Catholic University Saint Vincent Martyr https://orcid.org/0009-0009-6750-1241

DOI:

https://doi.org/10.31637/epsir-2024-1633

Keywords:

Technological Resources, Online Methodology, Special Educational Needs, Family Perception, COVID-19, Pandemic, Educational Response, Bibliometric Analysis

Abstract

Introduction: This study presents a bibliometric and thematic analysis of the satisfaction of families with children with special educational needs (SEN) with the online educational response received during the COVID-19 pandemic. The objectives are to examine the quantity and quality of scientific publications and to analyse thematic trends. Methodology: It is based on bibliometric techniques using the Web of Science database to identify relevant publications since the beginning of the pandemic. In addition, a thematic review will be conducted to categorise the main topics addressed. Results: There is considerable variability in family satisfaction, influenced by the availability of technological resources and teacher training, among others. Discussions: Online methodologies, although useful, are insufficient without adaptations and ongoing support. The study highlights the need for more inclusive and flexible education policies to effectively address the needs of students with SEN, especially in crisis contexts. Conclusions:This article provides a comprehensive insight into the perceptions of families with children with SEN regarding educational changes during the pandemic, highlighting key areas for improving inclusive education and use of digital technologies.

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Author Biographies

Valentina Gómez Domínguez, Valencian International University

PhD Professor in the Degree of Education and Master of Teaching Spanish as a Foreign Language since 2019 at VIU. Member of the Research Group on Inclusive Education at the UCV. Highlight participation in international conferences (7), as well as the publication of five book chapters in international publishers of first quartile, as well as scientific articles in JCR and Scopus (7 publications). The lines of research developed are on the subject of special educational needs and their attention in the educational environment, as well as on the teaching profile and psychosocial risks during the pandemic.

Mª Teresa Gómez-Domínguez, Valencia Catholic University Saint Vincent Martyr

Accredited doctoral professor. 1 six-year research period. Participation in numerous R+D+I projects since 2015, specifically 8, two at national level and two at regional level and the rest from private universities. 14 articles in indexed journals and as many book chapters in SPI indexed publishers, quartile 1. Participation with papers in one 25 international conferences. Direction of more than 30 TFM, as well as about 50 tribunals. Coordinator and director of the Master's Degree in Inclusive Education at the University of Valencia.

Diego Navarro Mateu, Valencia Catholic University Saint Vincent Martyr

Tenured professor with six years of research. Teaching experience has focused on subjects related to educational psychology and specific educational support needs. I collaborate with several national and international research groups. I have participated in 14 research projects (principal investigator in 5). Speaker in 33 national and international scientific congresses, 64 publications. Director of 4 doctoral theses. Research areas: inclusive education and its development in different environments and with different educational agents.

Susana Tébar-Yébana, Valencia Catholic University Saint Vincent Martyr

Doctoral candidate at the Doctoral School of the Catholic University of Valencia San Vicente Mártir. At the same university she is co-director of the Master's Degree in Inclusive Education and teaches in the Master's Degree in Conflict Resolution in the classroom. At the International University of Valencia she teaches in the Master's Degree in Learning Difficulties and communication disorders in socio-educational contexts and in the Master's Degree in Teacher Training. She has several publications in indexed journals and editorials on the subject of families with children with special educational needs and their satisfaction with the educational response.

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