The study explores the challenges facing children with disabilities and opportunities arising thereof in inclusive settings during and after the COVID-19 pandemic. The study is based on findings from the library sources and observations are that children with disabilities missed all benefits associated with being in schools such as lack of understanding friends and teachers, regular meals, and emotional stability due to structured school routines. Most children with disabilities perceive school as their second home as they stay there for most of the year. During the pandemic, it was observed that children with disabilities missed assistance of school friends and services of interpreters, transcribers and readers.
In addition, children with disabilities did not benefit from online teaching and learning due to their various forms of disability and diverse needs. There was also no prior preparation before the school closure to train teachers and other staff on how to continue teaching or training children with special needs. To date, there are still challenges facing the regular education systems such as lack of internet connectivity in most areas of the country, inadequate training of teachers, lack of bundles and gadgets necessary to facilitate learning.
Table of Contents
1.0 INTRODUCTION TO THE STUDY
2.0 CLOSURE OF LEARNING INSTITUTIONS
2.1 E-LEARNING PLATFORMS
3.0 SOCIAL/PHYSICAL DISTANCING/KEEPING AT HOME SAFE.
4.0 OPPORTUNITIES DUE TO THE COVID 19 PANDEMIC
CONCLUSIONS
REFERENCES
Research Objectives and Themes
The primary objective of this study is to analyze the significant challenges encountered by children with disabilities during the COVID-19 pandemic and to identify the emergent opportunities for inclusive education and support systems during and after the crisis.
- The impact of school closures on the continuity of learning for children with special needs.
- Limitations and accessibility barriers of e-learning platforms for diverse disability groups.
- Psychosocial effects and loss of support networks due to physical distancing and home confinement.
- Opportunities for stakeholders to develop more inclusive and resilient educational frameworks.
Excerpt from the Book
2.0 CLOSURE OF LEARNING INSTITUTIONS
One of the drastic and bold steps the governments of the world took to arrest the spread of the COVID-19 pandemic among school children was the closure of schools and all other learning institutions (Whitley, 2020). According to the author, in Canada, 750,000 students who were receiving special education from elementary grades to senior secondary grades were out of school when the COVID-19 pandemic erupted. In United States of America, almost 6.7 million students in public schools in 45 states were sent home due to the COVID-19 pandemic (Kilimkina, 2020). All over the world in 180 countries about 1.5 billion students were sent home and 80% of them were children with disabilities (McClain, 2020). In Southern and Eastern Africa about 127 million students are out of school while in Kenya there are about 18 million students out of school of which 1 million children are those with disabilities (UNICEF,2020& KNBS, 2009).
School closures have impacted negatively on continuity of learning which has caused children with disabilities to lack protective environments, non-availability of essential basic needs and other important services including learning itself (Welsh,2020). Welsh (2020) suggested that children with disabilities have missed out on basic needs and services such as feeding programs, social support and lack of access to assistive aids. Due to the absence of the most important necessities, children with disabilities face increased protection risks (Abrams, 2020). These children are abused, neglected and exploited unnecessarily. Abrams further suggested, that has led children with disabilities to be stressed, depressed and likely to have the mental illness or psychological problems
Summary of Chapters
1.0 INTRODUCTION TO THE STUDY: Defines the heightened vulnerability of children with disabilities during the pandemic and outlines how existing social and educational barriers were exacerbated.
2.0 CLOSURE OF LEARNING INSTITUTIONS: Examines the global impact of school shutdowns, highlighting the loss of essential support services and the subsequent negative effects on students' mental and social well-being.
2.1 E-LEARNING PLATFORMS: Discusses the transition to remote learning and why it failed to adequately support children with disabilities due to technological gaps and a lack of inclusive design.
3.0 SOCIAL/PHYSICAL DISTANCING/KEEPING AT HOME SAFE.: Explores how distancing measures led to isolation and the loss of critical personal assistance for children with diverse physical and sensory impairments.
4.0 OPPORTUNITIES DUE TO THE COVID 19 PANDEMIC: Highlights potential positive outcomes, such as an increased focus on inclusive policy planning and family bonding opportunities arising from the crisis.
CONCLUSIONS: Synthesizes the findings, confirming that while the pandemic caused significant harm, it also acted as a catalyst for rethinking educational inclusivity.
Keywords
COVID-19 pandemic, Challenges, Opportunities, Inclusive settings, Children with Disabilities, Remote learning, Social distancing, Mental health, Education policy, Vulnerable groups, Accessibility, Assistive aids, School closure, Stakeholders, Psychological growth
Frequently Asked Questions
What is the core subject of this research paper?
The paper examines how the COVID-19 pandemic has uniquely affected children with disabilities, focusing on both the barriers to their education and the potential opportunities for improved inclusive practices.
Which key thematic areas are addressed in the document?
The main themes include school closures, the limitations of e-learning for special needs, the psychological impact of social isolation, and the role of government and stakeholders in promoting inclusive recovery.
What is the primary goal of the study?
The study aims to identify the specific challenges children with disabilities faced during the pandemic while exploring how these challenges might lead to long-term improvements in inclusive education systems.
What scientific methodology was utilized?
The research is based on a comprehensive review of existing library sources and observational data regarding the impact of the pandemic on educational and social welfare for disabled learners.
What topics are discussed in the main body of the text?
The main body covers the immediate impact of school closures, the ineffectiveness of standard remote learning models for diverse needs, the trauma caused by isolation, and the emergence of new strategies for inclusion.
Which keywords best characterize this work?
Key terms include COVID-19 pandemic, challenges, opportunities, inclusive settings, and children with disabilities, reflecting the intersection of health crises and social education.
Why were e-learning platforms largely unsuccessful for children with disabilities?
Platforms were often not designed for sign language or Braille, and many families lacked the necessary technological gadgets or internet connectivity to participate effectively.
What does the author mean by "a blessing in disguise" regarding the pandemic?
The phrase suggests that the crisis forced educational stakeholders to finally prioritize the needs of children with disabilities in home-based learning plans, which was previously treated as a low-priority issue.
- Quote paper
- Andrew Kuya Makachia (Author), 2020, Post Covid-19 Period in inclusive Settings in Kenya. Challenges for Children with Disabilities, Munich, GRIN Verlag, https://www.grin.com/document/937082
