Table A4.

Group 4: Impact of the pandemic on college students with disabilities.

Authors	Objectives	Participants	Study Design	Key Findings	Conclusions
Loginova et al. (2023) [12]	Identify the psychological well-being characteristics of university students with different somatic health conditions during pre-pandemic and COVID-19 pandemic periods.	A total of 622 university students participated, including 101 individuals with chronic illnesses and disabilities.	The study followed a quantitative design conducted in two stages: the first during the pre-pandemic period and the second during the pandemic.	Scores on the “Autonomy”, “Environmental Mastery”, and “Personal Growth” scales notably decreased among the latter group, indicating an overall decline in psychological well-being.	The findings suggest that students with chronic somatic illnesses faced greater difficulties during the pandemic period. The general isolation significantly impacted the psychoemotional state of students with chronic illnesses and rare disabilities in the short term.
Madaus et al. (2022) [13]	Examine the experiences and perceptions of students with disabilities (SWDs) during the academic year 2020–2021, following the rapid shift to remote education due to the COVID-19 pandemic.	The study involved 88 SWDs from various universities in the United States	Quantitative design with a tool comprising demographic elements, dichotomous questions, Likert scales, and open-ended inquiries.	Most elements associated with access to services and instruction have not shown improvements since the spring semester of 2020.	Furthermore, factors related to mental health, motivation for learning, and connections with peers were perceived as worse than in the spring of 2020. The study underscores the need to enhance access to services and instruction for students with disabilities, providing greater support in terms of mental health and motivation for learning. It also suggests implementing improved communication methods and support to assist students with disabilities in coping with the additional challenges they face in the remote education environment.