The Impact of COVID-19 Pandemic on Students with Special Needs: A Case Study of Kakamega County, Kenya

Autor/inn/en	Angode, Claudia; Ressa, Theodoto W.
Titel	The Impact of COVID-19 Pandemic on Students with Special Needs: A Case Study of Kakamega County, Kenya
Quelle	In: Insights into Learning Disabilities, 18 (2021) 2, S.121-141 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Student Needs; Students with Disabilities; School Closing; Distance Education; Educational Technology; Inclusion; Access to Education; Dropouts; Barriers; Online Courses; Social Bias; Elementary Secondary Education; Equal Education; Kenya + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Online course; Online-Kurs; Kenia
Abstract	Many countries suspended physical learning due to COVID-19 and switched to virtual learning to mitigate the spread of the pandemic. Grounded on social learning theory, this quantitative study examined the effect of the COVID-19 pandemic on the education of students with special needs in Kenya. Statistical analysis revealed negative consequences of school closure on the academic performance and the level of inclusion of remote learning of students with special needs. COVID-19 affected academic performance of participants distinctly 90% (n = 27), greatly 36.7% (n = 11), considerably 16.7% (n = 5), moderately 26.7% (n = 8), slightly 10% (n = 3), and not at all 10% (n = 3). Besides, school dropout after lockdown showed that COVID-19 significantly affected the education of students with special needs, 60% (n = 6). Additionally, COVID-19-induced remote learning hurt the education of students with special needs--P-value = 0.00403<0.05. Education is a significant component in poverty eradication. However, the sudden change to virtual learning created accessibility difficulties that compounded the historical deficit culture-induced schooling problems students with special needs faced. Then, the Kenyan government should include children and youth with special needs and their families in all the community disaster management and recovery programs. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01