Exploring the Realities of Remote Teaching for Children with Neurodevelopmental Disorders: Challenges, Opportunities, and Practical Implications for Educational Practice

Introduction: The COVID-19 pandemic necessitated the rapid adoption of remote teaching to sustain learning during school closures. For children with neurodevelopmental problems, remote teaching presented both significant challenges and unique opportunities. This study explores stakeholders’ perspectives on the challenges and opportunities of remote teaching for children with neurodevelopmental disorders in Uganda. Methods: In this qualitative phenomenological study, we conducted individual, in-person, audio-recorded in-depth interviews with thirty participants (18 teachers, 7 administrators and 5 parents). Audio recordings were transcribed verbatim and then thematically analysed. Results: Four themes emerged: (1) economic and technological constraints; (2) pedagogical and learner support challenges; (3) educational continuity and flexible teaching; and (4) digital transformation, monitoring, and accountability. Conclusion: Remote teaching can support inclusive education for children with neurodevelopmental problems when appropriate support systems are in place. However, addressing persistent barriers requires investment in digital infrastructure, assistive technologies, teacher training in inclusive digital pedagogy, and stronger family-school partnerships. The findings underscore the need for policies and practices that promote equitable access to digital learning and enhance educational resilience during future disruptions.