Constructing Inclusive Learning at a Distance for Children with Neurodevelopmental Disorders: The Experiences of Ugandan Teachers, School Managers and Parents during the COVID-19 Lockdown

The COVID-19 lockdown disrupted educational provision worldwide, posing particular challenges for children with neurodevelopmental disorders (NDDs) who rely on structured, interactive, and individualised learning support. Despite the adoption of remote teaching in Uganda, little is known about how inclusive teaching and learning were constructed and sustained for these learners during school closures. This study explored the lived experiences of teachers, school managers, and parents in facilitating inclusive remote teaching and learning for children with NDDs in Central Uganda during the COVID-19 lockdown. The study employed a phenomenological design within a qualitative approach. Data were collected through in-depth individual interviews and analysed using thematic analysis. Findings: Five themes emerged: 1) the abrupt onset of virtual learning, 2) school-home adjustment processes, 3) adaptive teaching strategies, 4) development of digital competencies, and 5) evolving assessment and monitoring practices. The findings revealed that the transition to remote teaching and learning was abrupt, marked by institutional, pedagogical, and household unpreparedness, limited digital literacy, inadequate ICT infrastructure, and difficulties adapting teaching approaches for learners with NDDs. Nevertheless, stakeholders developed adaptive strategies, including individualised support, shortened lessons, use of multiple digital platforms, and enhanced parental involvement. Conclusion: While remote teaching and learning ensured continuity of education and fostered innovation and digital skills, it also exposed inequalities in access to devices, connectivity, and learning support. Building inclusive teaching and learning at a distance for children with NDDs requires coordinated collaboration among schools, families, and policymakers, supported by flexible pedagogies and inclusive digital infrastructure. Investment in ICT infrastructure, continuous teacher training in inclusive digital pedagogy, strengthened parental support systems, and the development of inclusive digital education frameworks can enhance resilience during future educational disruptions.