Participation for learners with cognitive disabilities in class activities during the pandemic in UAE: issues and barriers.

The study examines issues related to achieving meaningful participation in class activities as an element of social inclusion of learners with cognitive disabilities aged 14–19 years that are enrolled in educational institutions (schools/centres) during COVID-19 in United Arab Emirates. The paper relied on a qualitative approach with 5 sessions of virtual observation and 18 semi-structured virtual interviews with learners themselves and their care givers/parents as the main methodological tool given lack of access to physical means at the time of data collection during the global pandemic (2021–22). The analysis was thematic, focusing on explored and extracted main issues that impact one important aspect of the social inclusion of such learners, which is their active participation during a difficult time. The results showed that learners with cognitive disabilities faced additional several issues in addition to what members of the surrounding community dealt with during the disaster. Data revealed that they were immensely affected by the pandemic, with another layer of social isolation, lack of peer interaction as well as family restriction that is directed at them with additional measures than everyone in the household. It also showed that despite the efforts and programmes designed by schools/institutes that were in place to support their engagement in academic and social activities, participation as an important social aspect of their school lives was badly impacted. Despite calls for prioritizing such learners, the study revealed that learners with cognitive disability were constructed as 'last on the list' among class community members in terms of their participation and active engagement in different class activities. The data were purposefully collected at a time that is unlikely to be replicated for many years to come (a global pandemic), the purpose was to give a reflection on the status allocated to such individuals during hard, unusual and/or difficult times for any future practice. The paper forwards recommendations to support educational institutions to promote active participation of learners with cognitive disabilities. [ABSTRACT FROM AUTHOR]