Research by University of Sussex academics found that some parents felt their children with SEND had increased motivation, made better academic progress, experienced reduced fear and sensory overload and learnt in a more personalised way in lessons away from the school environment.
Parents also expressed serious concern about whether their children could ever cope with a return to pre-lockdown schooling.
The study, based on an online survey in July 2020 of 443 parent carers and a follow-up survey completed by 328 parent carers between 26 January and 14 February 2021, found that lockdown had helped remove some of the more stressful aspects of schooling from the daily routine of children with SEND such as large classes, social interactions, excessive noise and bullies.
Anxiety about a return to the social challenges of schools was found to be greater for pupils in mainstream education compared with specialist provision.
In terms of positive outcomes for their child for the whole period from the first lockdown in March 2020 until now, 50 per cent of parent carers agreed that their child was experiencing less anxiety, stress, or pressure while 47 per cent said they enjoyed spending time with parents.
Some 38 per cent of children said they enjoyed being out of school/at home, 36 per cent said they liked having more free time, and 34 per cent said they liked not having to wear uniform.
Dr Jacqui Shepherd and Dr Christina Hancock said children with SEND should be allowed to continue with a more flexible approach to schooling throughout the rest of their time in formal education.
Among nine key recommendations in the report, the authors also call for the development of more explicit teaching around social communication and interaction, arguing that more attention to “scaffolding” peer relationships in school would benefit all children but would especially support those who experience challenges in social interaction, such as some children with SEND.
Shepherd, a lecturer in education at the University of Sussex, said: “It is clear from our research findings that the experiences and impact of educating children with SEND during lockdown have been extremely broad and diverging."
She added that "despite significant improvements in home learning during lockdown three, the provision has not worked well for many children with SEND during the past 12 months".
“There is an opportunity, post-Covid, to create a more flexible and individually responsive school system - for all children and not just for those with SEND.
"This could move away from fixed notions of the parameters of a school day or learning only taking place in the classroom and could draw on the positives of online learning and the newly enhanced technology skills of teachers.
"Flexibility is the key. A simple return to the status quo would do an incredible disservice for the generation of pupils who have had to adapt to the difficult circumstances created by the Covid pandemic," Shepherd said.
