Diane Richler, Expert Advisor of the Catalyst for Inclusive Education, moderated the webinar. During her introduction she highlighted how this pandemic is bringing to light all of societies  existing inequalities. It is important to use this spotlighting as an opportunity to call for change. Even before Covid-19 we were experiencing a learner crisis. Many children with intellectual disabilities already could not access education and those going to school did not enjoy quality learning on an equal basis with others. We need to focus our efforts to make sure this is not further exacerbated by the pandemic.

Marie Schoeman, Programme Technical Lead on Inclusive Education at Leonard Cheshire, presented strategies for families while schools are closed, including tips such as: setting up a dedicated physical space for schoolwork, keeping a structured routine with a visual timetable, making a record of progress and approaching each day anew. 

She outlined the role of parents and how it differentiates from substitute teachers, both before the pandemic and now.

Paula Frederica Hunt, Director & Principal Consultant at Disability, Education & Development, reiterated that we should take advantage of this crisis to promote future inclusion and on the need to transform the education system. She reminded us that inclusive practices and inclusive schools do not make an inclusive system. Sometimes we advocate for teachers to include inclusive practices and sometimes we advocate for schools to be more inclusive of children with specific disabilities, but we need to advocate for the systems themselves to become inclusive.