Objective:

To identify what were, from the point of view of mothers and fathers, the study conditions, learning and emotional reactions before and during the pandemic of their children with special educational needs, in addition to knowing the emotional conditions of themselves.

Method:

An exploratory study was carried out, in which digital questionnaires were administered to mothers and fathers of students with and without special educational needs (SEN), selected through a non-probabilistic, intentional sample. Participants included 2,634 mothers and fathers (between 35 and 38 years old on average, 90 % women).

Results:

The learners studied in precarious conditions, were seriously affected in their academic learning and showed negative emotional reactions during the pandemic. Students with special educational needs were also greatly affected, but not much more so than students without these needs, which was probably due to the work of the USAER. The mothers and fathers, particularly of the students with SEN, presented fatigue and frustration.

Conclusions:

The lockdown produced serious effects on the learning of all students, including those with special educational needs, who, nevertheless, were not as affected due to the support provided by USAER.

Discussion:

These results point out to the need to adopt emerging measures during the return to face-to-face classes to compensate for the loss of learning.

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