COVID-19 and Digital Learning in the Dominican Republic: Implications for Marginalized Communities.
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| Title: | COVID-19 and Digital Learning in the Dominican Republic: Implications for Marginalized Communities. |
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| Authors: | Diaz, Katia1 |
| Source: | Current Issues in Comparative Education. 2021, Vol. 23 Issue 2, p143-158. 16p. |
| Subject Terms: | *Digital learning, *Students with disabilities, *Low-income students, *Children with disabilities, COVID-19, Financial stress |
| Geographic Terms: | Dominican Republic |
| Abstract: | With COVID-19 placing a strain on its public institutions, the Dominican Republic is attempting to ensure a streamlined digital education process by extending Digital Republic, a past initiative that provides online frameworks and platforms for its students and teachers. However, already long existing issues are exacerbating access to education for vulnerable communities. While past policies included special needs services, the following initiative has yet to provide information on access for disabled students. Likewise, low-income students face financial challenges to gain the resources necessary to thrive during remote learning. The following case study explores the country's education system, how its policies benefit certain groups and negatively impact others. By conducting in-depth policy analysis and interviews, the study analyzes the impact of digital learning during the pandemic among vulnerable communities in the country. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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