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Remote education during the COVID-19 pandemic has become a challenge for educational practice worldwide. Students with disabilities found themselves in an unusual situation in inclusive forms of education. This article presents the results of qualitative research conducted within a group of 34 teachers of older primary classes (IV-VIII), who, during the pandemic, had among the children they were teaching students with disabilities. Study aim was to evaluate how is online education of thesedoi:10.52291/ijse.2021.36.17 fatcat:guuvmq5ebravblzkqgw3x3y4fy