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The COVID-19 has affected millions of people across the world and worsened the socio-economic conditions that have sound reasons to discuss about the impact of COVID-19 on the progress of achieving the target level of sustainable development. The stagflation due to COVID-19 has a possibility to push a large section of population back under the critical level of income. The economic restriction and lockdown has impacted on the supply of food and essential requirements for decent living. The health services and education have been jeopardised. So the possible impact to achieving the Sustainable Development Goals of no poverty (SDG1), zero hunger (SDG2), good health and wellbeing (SDG3), education (SDG4), decent work and economic growth (SDG8), income inequality (SDG10) are examined in this chapter. This chapter also discusses about the proper implementation and stress on SDGs as the possible instruments on the way out of recession. Difference-in-difference analysis is used to explain the impact of COVID-19 with the data in global context in respect of before COVID and after COVID.

The evolution and trends of special education and educational leadership are evident, especially in recent years. The former has strived to provide equitable educational opportunities to students with disabilities. The latter has dealt with how people in positions of authority in K-12 schools create policy, use resources, and influence other people to achieve educational goals. Together, these notions constitute an idea that school leaders and administrators can provide insight, oversight, assistance, and guidance toward creating educational environments for students with and without disabilities. This chapter examines the current state of special education and educational leadership by exploring the evolution of special education, relevant legal cases, and the enactment of inclusive education. Furthermore, this chapter addresses contemporary issues for leaders, such as the influence of the COVID-19 pandemic, while dealing with special education and the increasing pressure from families for equity for students with disabilities.