Withdrawal Phenomenon of Students with Learning Difficulties in Distance Learning in the Context of Covid-19

Abstract

The withdrawal phenomenon of students with special educational needs (SEN) and other learning difficulties in distance learning in the context of Covid-19. The withdrawal phenomenon was revealed by a qualitative study involving mixed groups of teachers, support specialists, and managers in 23 schools (236 participants in total). The focus group discussion method was used for data collection, and inductive content analysis was applied for data analysis. The results revealed the following stages of the deepening of withdrawal phenomenon: partial or occasional withdrawal; silencing, invisibility, confusion; demotivation and apathy; imitation of participation; loss of social connections; exhaustion, helplessness, and complete withdrawal. The withdrawal phenomenon has been triggered by the sudden shift from eye-to-eye to distance learning without prior preparation, as well as by the digital divide of students with learning difficulties due to a lack of digital skills or the slow development of digital skills in the absence of contact support.