The educational landscape for U.S. students with disabilities demonstrates a historic struggle for equity. The onset of the COVID-19 pandemic and virtual learning, exacerbated these disparities. This article interrogates Articles 25 and 26 of the Universal Declaration of Human Rights to examine how education for students with disabilities has been protected or ignored during the global pandemic. While the U.S. boasts education and opportunity for all, the effects of COVID-19 and virtual learning demonstrate glaring oversights in relation to disability accommodations. School social workers play an integral role in interventions for students with disabilities and facilitating equal access to quality education. As such, this article posits that school social workers should engage and advocate for classroom pedagogy reform, SEL implementation with fidelity, inclusive evaluations, and increasing supportive services to help mediate the effects of learning and behavior regression. This article is exigent for researchers, practitioners, and policymakers interested in ensuring educational equity.

美国残疾学生的教育状况展现了一场历史性的公平斗争。COVID-19 大流行和虚拟学习的爆发加剧了这些差距。本文质疑《世界人权宣言》第 25 条和第 26 条，以探讨在全球大流行期间残疾学生的教育是如何受到保护或忽视的。尽管美国号称人人享有教育和机会，但 COVID-19 和虚拟学习的影响表明，在残疾人便利设施方面存在明显的疏忽。学校社会工作者在对残疾学生进行干预和促进平等获得优质教育方面发挥着不可或缺的作用。因此，本文认为学校社会工作者应该参与并倡导课堂教学改革，通过保真度、包容性评估和增加支持服务来实施 SEL，以帮助调节学习和行为回归的影响。本文对于有兴趣确保教育公平的研究人员、从业者和政策制定者来说是迫切需要的。