Abstract:

During times of crisis, regardless of density and scope, learning instruction, especially distance learning, is always significantly impacted. Problems can range from technological, financial to the one we are all facing now, COVID-19. This pandemic may not directly and personally involve students for them to experience anxiety or trauma. Unfortunately, today, we are all, to some extent, now and personally involved; therefore, there is no doubt that the effects of this crisis are significantly impactful. Both teaching and learning during these challenging times can be too demanding; however, teachers are responsible for finding a way to apply inclusive and engaging strategies of instruction regardless of the circumstances — this not being an exception. Perhaps, as teachers, we could start with the belief that hope matters. We consider that, beyond the electronic connection, we need to connect emotionally. The question is: How can you bring engaging experiences to students when you are not in the same classroom?

The purpose of this literature review is to identify instructional strategies for engaging students in distance learning regardless of their cultural, linguistic, or ability diversity during COVID-19. In this ever-changing technology-based environment, with this pandemic taking over the globe, students, teachers, and families struggle to provide instruction at home. Keeping students engaged and interested and supplying inclusive lessons for learners is our greatest educational challenge. Like their counterparts, students with disabilities experience academic challenges in the virtual classroom instead of the traditional classroom setting. Being virtual requires teachers to connect with their students in unique ways and their student's families. This connection can be deeply rooted and positively impact the student when they see their teachers working one on one with their family members. Working with the student and their family members could also drive the student to have the ambition to succeed during online schooling.

This review will survey, critique, and summarize a body of literature from educational databases such as Google Scholar, Eric, Jostor, etc., related to engaging students in distance learning instruction during crisis times. After critically reading these sources, the authors will analyze relevance, reliability, persuasiveness, objectivity value, and accuracy.

We conclude that this global pandemic has uncovered both expected and unexpected consequences across the educational system that impacts student engagement. This process will be difficult, requiring a substantial investment of time and resources and creative ways to grab and hold students' attention and make it engaging and high interest. There is an abundance of tools and resources that help accommodate exceptional learners scattered all over the internet. The universal design framework encourages proactive anticipation of learner variability and goes hand to hand with inclusive learning. It helps teachers with developing a curriculum that gives all students an equal opportunity to learn. By creating inclusive, engaging online classrooms, educators foster learning environments that nurture every student's needs and help teachers develop a curriculum that gives all students an equal opportunity to learn.

Keywords:

Inclusion, Disability, Pandemic, COVID-19, Crisis.