Challenges of Online Learning for Students with Disabilities during
the Pandemic Covid-19: A Systematic Literature Review
Teni Purwati, Diah Wahyu Ningsih and Costrie Ganes Widayanti
Faculty of Psychology, Universitas Diponegoro, Semarang, Indonesia
Keywords: Online Learning, Students with Disabilities, Pandemic, COVID-19.
Abstract: The COVID-19 pandemic has had an impact on how the learning system is pre-arranged. Changes in the
situation have led to a shift in the education system using online learning. Online learning is also applied to
students with disabilities, so it requires special attention to the learning process. The systematic literature
review was conducted to describe empirical evidence of online learning systems for students with disabilities
during the pandemic. The findings illustrated students with disabilities experienced stress, anxiety about
academic achievement, lack of material, low learning engagement, and learning loss caused by barriers to
accessing learning materials during online learning due to lack of internet access and technology. In contrast,
lack of social interaction, flexible study time and task work, ability to be closer to family, and ability to
develop creativity and take care of themselves were some reasons for students with disabilities enjoying online
learning. Learning supports should be developed by teachers, peers, and families so that students with
disabilities can participate fully during online learning.
1 INTRODUCTION
The presence of the Coronavirus (SARS-COV-2) at
the end of 2019 in Wuhan, Hubei province in China
has disrupted all aspects of life, including education.
Schools provide opportunities for students to study
from home due to the school closure policy which
causes schools to hold online learning to minimize the
increase in the number of COVID-19 cases in the
community. Some experts highlight the impact of
school closures, such as creating achievement gaps
among students (Aminu, 2020), increasing
absenteeism (Gallagher-mackay et al., 2021; Harmey,
2021), and also affecting the physical and mental
health of students (Luan, 2020; Harmey, 2021).
Temporary school closures can affect students'
learning experiences and learning outcomes
(Gallagher-mackay et al., 2021). In line with that,
school closures will also disrupt learning and create
serious gaps in students and academic achievement,
so that the impact on the world of education begins to
disrupt learning to grow and develop better,
confusion and stress for teachers, and the parents who
are not ready in the process to distance learning for
children (Aminu,2020). Disparities can be in the form
of health and child health care, high economic costs
in education and health, and school dropouts (Aminu,
2020; UNICEF, 2021). This condition requires careful
and strong efforts on effective distance learning
strategies for groups of underprivileged and disabled
students due to school closures. This condition requires
careful and strong efforts on effective distance learning
strategies for groups of underprivileged and disabled
students due to school closures.
Moving to online learning can be an
unprecedented situation for students with disabilities.
Students with disabilities are vulnerable to additional
challenges due to the COVID-19 pandemic which has
made education services increasingly out of reach for
them. This situation can put these students at risk of
accelerating inequalities in learning experiences and
opportunities (Grant, 2021) for students with
disabilities. This has the potential to hamper the right
to education which has been a challenge for these
students long before the pandemic.
Closures and periods of learning disruption during
the pandemic have increased absenteeism, which is a
measure of engagement in education and a school's
ability to meet student needs. School closures impair
access to special education services and programs for
students with disabilities as well as English language
learners (Gallagher-mackay et al., 2021). School
closures also have multidimensional consequences,
not only hampering the learning process but also
202
Purwati, T., Ningsih, D. and Widayanti, C.
Challenges of Online Learning for Students with Disabilities during the Pandemic Covid-19: A Systematic Literature Review.
DOI: 10.5220/0010810500003347
In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 202-209
ISBN: 978-989-758-580-7
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

impacting children's well-being, physical and mental
health. This statement is supported by research
conducted by Gallagher-Mackay et al., (2021) which
states that mass and local school closures, various
models of education delivery, and support gaps for
students with disabilities.
Several studies have reported that students with
disabilities are vulnerable to low academic
achievement and well-being as a result of the way
they navigate online learning during a pandemic
situation (Toste et al, 2021). Other research reports
also reveal that children, especially with disabilities,
tend to experience delays in the learning process that
cause learning loss (Meyer et al., 2021). Evidence-
based studies should be well presented to illustrate the
challenges experienced by students with disabilities
which are expected to urge education and school
authorities to take steps forward in providing
assistance and ensuring that students’ needs are
addressed, and potential problems, such as inequality
and exclusion, stemming from the way education is
managed during the COVID-19 pandemic, also needs
to be challenged.
This paper aims to answer the following
questions:
1. What is the evidence of online learning
imposed by the COVID-19 pandemic for
students with disabilities?
2. What lessons can be learned for the learning
of students with disabilities during the
COVID-19 pandemic?
2 METHODS
This paper is a systematic review that serves to
present facts related to online learning for students
with disabilities during the COVID-19 pandemic.
Article search started in June 2020 using several
databases to identify complete English and
Indonesian peer-reviewed articles. We used the
PRISMA flowchart as a step to find and analyze peer-
reviewed articles that meet the inclusion criteria
(Moher et al., 2009). The inclusion criteria used in the
screening process are as follows:
• Published in a peer-reviewed journal
• Delivered in either Indonesian or English
• Articles are empirical studies, not literature
studies (using quantitative and/or qualitative
methods)
• Articles discussing online learning during the
COVID-19 pandemic
• Articles focus on students with disabilities
• Articles are available online full-text
The process begins by identifying and screening
articles published between 2019 and 2021 using the
keywords “online learning”, “students with
disabilities”, “COVID-19”, and “pandemic”. Using
databases from Google Scholar, Scopus, and
ScienceDirect. Google Scholar was chosen for its
reputation as a 'free' source of publications and
citations. Journal articles were examined for content
vulnerabilities to review the literature. The action
taken is to check the abstract first. To obtain accurate
and complete data, a thorough analysis is carried out.
The examination will be used to determine articles
according to the purpose of writing a literature review
which includes the latest methods used in the article,
as well as discussing online learning for students with
disabilities during the COVID-19 pandemic. An
overview of the filtering process using a flow chart in
the search for journal articles can be seen in Figure 1
below.
3 RESULTS
The search results with the database found 4 articles
that were relevant and were analyzed. These articles
showed that the research was conducted in 2 Asian
countries (the Philippines and Indonesia), Croatia and
Turkey. Data from articles obtained from these 4
articles can be viewed in Table 1.
The findings showed 4 main themes explaining
the challenges of online learning for students with
disabilities during the COVID-19 pandemic. They
were challenges of online learning, negative impacts
of online learning, positive impacts of online
learning, and efforts to overcome challenges and
impacts during online learning experienced by
students with disabilities.
3.1 Challenges Faced by Students with
Disabilities
During online learning, students with disabilities
experienced obstacles and challenges in accessing
learning, such as limitations of assistive technology
and the internet as well as the availability of materials
(Dianito et al., 2021; Ro'fah et al., 2020).
Furthermore, Ro'fah et al.’s study (2020) revealed
that learning materials were inaccessible, especially
for the blind and deaf students.
Challenges of Online Learning for Students with Disabilities during the Pandemic Covid-19: A Systematic Literature Review
203

Figure 1: The PRISMA Flow Chart.
Table 1: Summary of Data Extraction Results.
No Article title and Author
Participants and Research
Instruments
Main Research Findings
1
A glimpse into the lived
experiences and challenges
faced of PWD towards
online learning in the
Philippines amidst
COVID-19 pandemic
(Dianito et al., 2021)
- Research conducted in the Philippines
- Qualitative
- 10 students with disabilities
- Data collection using a semi-
structured interview
- Students with disabilities experienced
challenges during online learning, but they
remain resilient through support provided
by family and peers, a positive mindset,
and responsibility
- Students with disabilities experienced
limitations on assistive technology and the
Internet, social and financial problems,
cognitive and mental health problems
- The existence of a support system, a sense
of responsibility, and a positive mindset
from students are effective coping systems
developed by students with disabilities
2
Case Study of Students
with Disabilities in
Vocational High Schools
During the Online Virtual
Class Period Due to Covid-
19 (Svalina & Ivić, 2020)
- Research in Croatia
- Qualitative
- The participants: a student with
disabilities, mother, educational
rehabilitator, and foreign language
teacher,
- The data collection method was a
semi-structured interview
- Students with disabilities did online
learning well and had more time to do
assignments
- Teachers should do and have a dual role to
realize a successful inclusive school.
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Table 1: Summary of Data Extraction Results (cont.).
No Article title and Author Participants and Research
Instruments
Main Research Findings
3 Is Online Learning
Accessible During the
COVID-19 Pandemic?
Voices and Experiences of
Students with Disabilities
UIN Sunan Kalijaga
(Ro'fah et al., 2020)
- Research in Indonesia
- Qualitative
- 34 students with disabilities who
received services and support from the
Disability Service Center (PLD)
- Screening of participants regarding
types of disabilities, preferences for
learning systems, and platforms used,
using a quantitative method
- The questionnaire used is to determine
the type of disability. The result for
questionnaire is 11,70% physical
disabled, 41,17% blind, 44,11 % deaf,
2, 90% slow learners
- Interviews conducted regarding the
experiences and barriers experienced
by students with disabilities in online
learning
- Individuals with physical disabilities,
blind, hearing or deaf, slow learners
preferred face-to-face learning over online
learning. Online learning impeded students
with disabilities to understand the material
because the teachers only provided
assignments with a limited explanation of
the material.
- Students felt no support from peers who
used to help them in their daily activities on
campus.
- 20% of students with disabilities prefer
online learning because they benefit from
learning through writing or text
- The platforms used are campus e-learning,
WhatsApp, Google class, zoom, telegram,
e-mail.
- Barriers in online learning are related to
internet access and the lack of material
provided. This condition has an impact on
students with visual impairments, while for
deaf students, the obstacle is when the
lecturer asks to find material that uses
audio such as WhatsApp recording,
YouTube or making video recordings
- Teachers’ lack of awareness experienced
by students with disabilities
- Modifying learning materials,
assignments, and learning methods so that
students with disabilities can learn
- Receiving support from families and
teachers is important for online learning
- Online learning was not accessible for a
student with disabilities
4 Home participation,
support, and barriers
among children with
attention
deficit/hyperactivity
disorder before and during
the COVID-19 pandemic
(Kara et al., 2021)
- Research in Turkey
- Qualitative
- 55 children with ADHD, ages 6-11,
and 55 mothers.
- Children with ADHD receive services
from the Child and Adolescent
Psychiatry Clinic in Antalya, Turkey,
between September 2019 and June
2020
- Data collection: questionnaire about
participation and environmental
factors in the home, school, and
community settings used as a guide in
conducting structured interviews and
questionnaire about
Sociodemographic questionnaire
- Increased involvement of children with
video games, arts, computers, hobbies,
crafts, housework, and personal care
management during the COVID-19
pandemic
- Mothers expected their children to spend
less time in front of a computer screen,
both before COVID-19 and during the
COVID-19 pandemic
- Children with ADHD were more
interactive with people or in household
activities
- Online learning resulted in increased
participation in home activities social
activity demands
Challenges of Online Learning for Students with Disabilities during the Pandemic Covid-19: A Systematic Literature Review
205

3.2 Negative Impacts Experienced by
Students with Disabilities
Online learning impacted students with disabilities
about cognitive problems, mental health, social and
financial problems (Dianito et al., 2021). Being
exposed to intensive online learning caused students
with disabilities to spend more time in front of the
computer (Kara et al., 2021) which potentially led to
difficulties in understanding the material (Ro'fah et
al., 2020). All of which influenced their low
engagement in learning (Carver & Rowe, 2021). So
that online learning carried out on students with
disabilities also has an impact on daily life, mental
and cognitive conditions of students with disabilities.
3.3 Positive Impacts on Students with
Disabilities
Online learning provided benefits for students with
disabilities. Having limited social interaction was
found to reduce their anxiety level. For example, a
study by Kara et al., (2021) on students with ADHD
suggested that they were likely to have difficulties in
developing social activities. Online learning also
enabled students with disabilities to have flexible
learning times and opportunities to learn using
accessible learning materials (Carver & Rowe 2021),
which made them enjoy their learning (Svalina &
Ivić, 2020).
3.4 Efforts to Overcome the Challenges
and Impacts Experienced by
Students with Disabilities
Several efforts had been made to support students
with disabilities in their learning. Teachers’ roles
were significantly important in providing access to
materials and preparation-related infrastructure
(Ro'fah et al., 2020) so that students with disabilities
are facilitated to achieve success in learning rather
than excluding them as if success could only be
achieved by some, which could hinder the
implementation of inclusive school (Svalina & Ivić,
2020). Families could be encouraged to be a support
system to accommodate students with disabilities to
actively participate in learning activities during the
COVID-19 pandemic (Kara et al., 2021).
4 DISCUSSION
Online learning has been taken as one of the policies
in education associated with COVID-19. This
literature study shows that online learning affects
students with disabilities in many ways. The practice
of online learning disrupts students with disabilities’
academic achievement. Students with disabilities
experience various challenges, both academically and
psychologically. Fear of academic failure due to
inaccessible learning materials and methods
influences their limited participation (Zhang et al.,
2021). Inaccessible learning materials can trigger
students with disabilities’ sense of worry related to
their academic performance. Inaccessible learning
materials, not only hinder students with disabilities
from engaging with the content of the materials,
resources, and activities, but more importantly from
participating and contributing to the learning process.
Students with disabilities may have access to learning
platforms through which learning is taking place,
however, these platforms may not guarantee access to
all learning activities because they may provide a lack
of accessible features that make learning more
challenging. Technology-related issues experienced
by students with disabilities influence their learning
engagement. Technology can be frustrating for
students with disabilities as they may experience
difficulties in navigating online learning due to poor
connectivity (Lake & Makori, 2020) and minimum
technical guidance (Carver & Rowe, 2020). This
indicates that students with disabilities are at risk of
having limited access to services which potentially
heightens their risk of being outcast from learning
(Gallagher-Mackay et al., 2021), experiencing
educational loss (Bateman & McKittrick, 2020;
Grant, 2021) and achievement disparities (Jochim,
Hassel, & Clifford, 2020). Without considering
students with disabilities’ needs, their access to
learning services has been reduced which positions
them among the most affected group during the
COVID-pandemic (Grant, 2021). Therefore, teachers
should address and effectively develop learning tools
that can be accessible for all students. This pandemic
calls for a solution to ensure participation of students
with disabilities through the use of technology that
meets their educational needs. This means that
accessible learning should comprise technology and
pedagogical accessibilities (Guglielman, 2010).
Teachers are challenged to create, develop, and
choose appropriate pedagogy and technology to
ensure inclusive online learning experiences for all
students, including those with disabilities.
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Teachers need to be flexible in finding
alternatives for learning strategies that meet these
students’ needs. It is important for teachers to know
the advantages and disadvantages of technology used
in learning for each of their students, especially for
students with disabilities. Teachers also have to think
about what kind of instruction will be given to
students with disabilities (Rice et al., 2018).
Conducting online learning for students with
disabilities can be challenging for teachers because
teachers should pay attention to the characteristics of
students with disabilities, and how teachers recognise
these students’ strengths as a way to make learning
effective. Online learning should provide students
with disabilities opportunities to learn flexibly, which
gives them control to decide when and how to learn
in ways that are convenient for them (Carver & Rowe,
2021). For example, students with blindness who are
not able to acquire information visually, teachers
should provide strategy during online learning that
allows them to receive learning material audibly. It is
important in responding to online learning to see the
characteristics of students' disabilities so that they can
participate in the learning process.
Online learning should also address and expand
learning opportunities for students with disabilities to
develop socially. Online learning conditions during a
pandemic will cause students to experience stronger
feelings of isolation and tend to be more vulnerable
to mental health problems (Jesamine et al., 2021).
Although online learning may reduce social anxiety
behaviors for some students with disabilities because
they do not interact socially and anxiety about social
stigma towards students with disabilities, however,
this situation potentially widens the interaction gap
between students with and without disabilities, and
between teachers and students with disabilities
(Lyner-Cleophas et al., 2021). Not only mental health
problems, online learning conditions will have an
impact on the academics of students with disabilities
(Dianito et al., 2021). Support from students or peers,
teachers, and parents for students with disabilities
will be able to make students cultivate positive
emotions and experience success during the online
learning process (Keaton & Gilbert, 2020). Social
support from peers to inhibit the magnitude of the
impact received by students during online learning.
Peer supports also have a role in the success of the
process of online learning for students with
disabilities. The presence of others can influence
students’ motivation to engage in learning which
influences their academic achievement (Carver &
Rowe, 2020). Teachers are likely to have less
interaction with students with disabilities, which
increases their potential of being left behind. Creating
online learning that is inclusive for all students should
weigh teachers’ decisions or actions when delivering
the learning materials, which aims to minimise
barriers and support students’ engagements by
providing multiple and flexible modes of learning
(Dell, Dell, & Blackwell, 2015).
The lesson learned from these systematic
literature review studies suggests that teachers and
families play important roles in the success of
learning for students with disabilities. The challenges
and impacts of online learning on students with
disabilities need to be addressed so that the learning
process runs optimally. During online learning,
parents have a responsibility to help students' learning
process (McGhee, 2021). Parents are challenged to
assist students with disabilities during online
learning. This situation might be different during
offline learning where students with disabilities are
taught in schools by teachers who have teaching
competencies to manage the class. Parents suddenly
become a substitute teacher for their children, which
potentially affect students with disabilities’ mental
conditions, such as depression and behavioral
changes due to the transition of the learning system in
schools to online learning (Asbury et al., 2021).
Parents and teachers should collaborate so that
parents can effectively assist their children (Asbury et
al., 2021). Teachers and families need to develop a
support system that enables students with disabilities
to learn effectively and more importantly create a
learning environment that aims to cultivate inclusive
online learning that promotes participation and the
success of students with disabilities. Collaborations
between teachers and parents of students with
disabilities are expected to help these students learn
effectively and attend to potential stress or mental
health problems associated with changes in learning
system and environment.
5 CONCLUSION
Online learning gives challenges to students with
disabilities in social life, mental health, and
education. The challenges include low level of
learning engagement as a result of accessibility
barriers in regards to learning materials, internet
connectivity, and technology. Limited social
connections with teachers and peers during online
learning can pose other challenges for students with
disabilities, which is likely to impact them from
developing social competence. However, challenges
of online learning experienced by students with
Challenges of Online Learning for Students with Disabilities during the Pandemic Covid-19: A Systematic Literature Review
207

disabilities require teachers to carefully address and
form effective strategies and learning systems to
ensure that all students can learn and succeed.
This study has several limitations, however, that
should be addressed. For instance, the result focuses
on the search keywords; thus, some studies may not
be included. This study is only based on findings from
the literature review, which is derived from limited
articles. Despite these limitations, this study provides
a solid ground to explore strategies for creating
inclusive online learning for students with
disabilities.
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