Supporting Inclusive Education With Covid-19

by SGT University Best University in Gurgaon

In the outbreak of Covid-19, education of all countries has been affected were educational organizations continued learning for all children and youth through technological channels. These digital learning resources to a great extent have been proven successful by making both teachers when students technologically skilled. But when we talk of special students, access to education is an on-going challenge. The time has gone when all educationists were in search of innovations in teaching methodologies before Covid-19. There was never any drastic change in the social and educational system. Now the situation is changed globally. No one has thought of the situation that the world is facing now. Students with disabilities are negatively affected by the classroom shutdown. 80% of persons with disabilities live in developing countries. The impact of Covid-19 is likely to be worse for the people in the lower socioeconomic groups and children with disabilities face a greater risk of being left behind. Many websites and programs are simply not accessible the students with different disabilities. Learning in a remote setting differs from the mainstream, classroom-based environment. In this lockdown jurisdiction, many personal assistants and necessary support workers are not now deemed, which results in disrupting the services for the special children.

Meeting the Needs:

Inclusive learning solutions especially for the most vulnerable section and marginalized group need to be improved. Teachers and Parents should identify each student’s needs according to the prevailing situation and find out how to adjust the need for remote learning. The adjustment can be done with an alternative to print media such as assistive technology, flexible scheduling, audio, and other formats of instructions, videos, and pictures, etc. The curriculum can be modified for remote learning. Homework can be simplified, audio material can be provided for especially reading assessment. Life skill education with special reference to Covid-19 can be promoted. Individualized instruction programs for the effectiveness of remote learning can be successful when teachers, students, parents, and other family members work together towards the venture. Proper training, guidance, and evidence-based resource materials on how to deliver lessons on on-line settings should be planned by the policymakers during this transitional period. Parents and caregivers should be made aware of the domestic and educational responsibilities of special children. Providing psychological support to children with disabilities can be a great contribution. Resources for more inclusive health can be reallocated. Study materials in different formats such as a scanned version that converts text into sound or braille character should be made available for the online teaching of blind students. Like students of urban areas, remote areas students should be empowered with technologies to get benefited through online learning. Above all the collaborative efforts of policymakers, teachers, parents, and caregivers can help in reducing inequalities for students with disabilities especially during and after the Covid-19 crisis.

Dr.Surbala Paikaray

Professor

Faculty of education