**1. Introduction**

During 2020 and 2021, education worldwide underwent a seismic shift. Universities moved online at short notice [1, 2], school districts and local authorities shifted overnight to remote learning, teachers altered curricula and families had to adapt to the new way of working imposed as a result of COVID-19. In the United Kingdom, the terms 'home-schooling' and 'remote learning' were often used to refer to education delivery following lockdown in March 2020 [3]. However, it is important to consider the immediacy and temporality of this type of learning in contrast with education which is planned as remote/online. As noted in [4], 'Emergency remote teaching is a temporary teaching solution to an emergent problem.' This was the case with the first wave of lockdowns in England, where schools moved to 'emergency remote teaching' over one weekend in March 2020.

Time to consider pedagogy and delivery of learning was limited; changes were made in special educational needs (SEN) legislation to allow for this. The legal duty in England for schools to implement all provision for young people with an Education, Health and Care Plan (EHCP) was relaxed. Thus, where proscribed provision was not in place, local authorities had used 'reasonable endeavors to discharge the duty,' [3] to source provision, they were protected somewhat from adverse legal

proceedings. Pragmatically, this meant that young people with EHCPs did not have full, statutory provision to support their curricular access. The effects of lockdowns and 'emergency remote teaching' on young people with 'special educational needs and/or disability' (SEND), without EHCP-defined provision remains poorly studied in an English context. While dyslexic young people's experiences of 'emergency remote teaching' have been explored in higher education [1, 5] and amongst school children in Spain [6], Italian children's progress in reading over lockdowns has been evaluated [7] and parental views of effects of remote learning have been explored in several national contexts [4, 5, 8, 9], little-to-no research exists in an English context. Parental conceptualization and navigation of systems to deliver 'emergency remote teaching' for children with dyslexia and/or other specific learning difficulties (SpLD) due to COVID-19 within the English context is lacking.

This study aims to fill that gap in knowledge and presents results of an 'online social survey' [10] in the form of a 'web survey' [10] administered between April and June 2020. Data analysis used a framework developed by Ross [11, 12], informed by Jenkins 'orders of interaction' [13], and underpinned by Bourdieu's concepts of habitus, field and practice [14, 15]. Technology and infrastructure implicated in 'emergency remote teaching' is considered both in terms of effective use and access to appropriate devices. The survey aimed to explore the following areas of parental experience through both closed and open-ended questions:

