Abstract
This qualitative analysis study uses phenomenology methodology to explore the experiences of Somali parents with K-12 students with special needs in distance learning during the COVID-19 pandemic. Research has shown that all K-12 students faced challenges during the COVID-19 pandemic distance learning (Pozas et al., 2021, p. 35). However, these challenges’ impact on specific communities and how they dealt with them was unknown. The use of interview data from parents with special needs children makes a case for addressing the issues within online learning. Access and inclusion for students with special needs in K-12 education have an implicit bias, specifically in marginalized communities during times of crisis. This phenomenological study details the strength and sacrifices parents with children with special needs endured and how they navigated the difficulties of online learning during the COVID-19 pandemic. In addition, this study explores the personal stories of Somali parents with K-12 children and how they navigated and made meaning of their new roles and responsibilities during COVID-19 distance learning. Finally, by using disability and stigma theories to unpack challenges and negative experiences, this study recommends that parents, practitioners, and policymakers acknowledge that online learning is a mutual responsibility between home and school. Online learning calls for a greater collaborative approach and understanding of what is needed to make distance learning effective for students with special needs and all students.