COVID-19 and the inclusion of learners with disabilities in basic education in South Africa: A critical analysis

Abstract

This article examines the extent to which basic education, which is compulsory under international law, was inclusive of learners with disabilities during the COVID-19 pandemic. To this end, it examines measures taken by the government to ensure the continuity of basic education and the extent to which these measures are inclusive of learners with disabilities. It argues that moving education to online platforms, and conducting classes via radio and television are not accompanied by related reasonable accommodation measures to ensure the inclusion of leaners with disabilities. Among others, study material and numerous resources, online platforms and media are not in accessible formats, and learners with disabilities do not have access to data or internet broadband. In addition, the parents of these learners with disabilities are not trained to assist their children to study from home. The exclusion from school of learners with special needs is also characterised by a limited number of special schools in the country. In making its case, the article relies on South African and foreign jurisprudence on equality and inclusive education to inform the analysis. Ultimately the article finds that learners with disabilities are not included in the education system in the time of COVID-19. It explores general lessons learned during the pandemic which could be considered as an opportunity to re-think how emergency education planning can be inclusive of children or learners with disabilities in the future. While the discussion focuses on South Africa, lessons learned apply across Africa where persons with disabilities generally are marginalised.

Containing COVID-19 and the social costs on human rights in African countries

“…Freedom of opinion and expression was constrained as political opponents and protesters in some instances were detained and prosecuted (Iversen et al, 2020 ; Okolie-Osemene, 2021 ; Olufadewa et al, 2021 ). The right to education was limited when schools were closed for an undetermined period and school systems were unable to support learners with disabilities or, as was common, with poor access to internet (Dube, 2020 ; Kamga, 2020 ; Beckmann and Reyneke, 2021 ). The right to work was affected because of restrictions to movement, whether or not justified by the severity of the pandemic (Fombad, 2020 ; Molobe et al, 2020 ; Nkhata and Mwenifumbo 2020 ; Odunitan-Wayas et al, 2020 ).…”

“…Including vulnerable groups and responding to the conditions of vulnerability in policies implies that the “social policy response must address root causes that elevate the vulnerability of people to abuses” (Amadasun, 2020 , p. 2). These include weak health systems, increasing privatisation of health, exclusion of people living in informal settings or working in the informal economy, and income and other inequalities (Akech, 2020 ; Kamga, 2020 ; Muntingh, 2020 ; Oladimeji et al, 2020 ; Sehoole, 2020 ; Sekalala, 2020 ; Somse and Eba, 2020 ; Van Hout, 2020 ; Beckmann and Reyneke, 2021 ; Chiwona-Karltun et al, 2021 ; Olufadewa et al, 2021 ) To identify appropriate action and protection, we need better data on vulnerable groups and their disproportionate experiences of poverty, discrimination and stigma. Planning rather than reacting .…”

Navigating Learning for Learners with Special Educational Needs (LSEN) in South Africa: Barriers and Recommendations

“…Taking the above into consideration, these measures did not accommodate learners with disabilities and LSEN were, therefore, excluded from the South African education system during the pandemic. 54 Nonetheless, online provision of lessons was facilitated, with learners gaining access to essential textbooks and teaching guides via digital platforms. Furthermore, study materials were uploaded to the DBE website, enabling easy access for learners.…”

COVID-19 and its impact on students with disabilities: A social justice expression at a South African university

“…Scholars such as Groce et al (2011) and Kamga (2020) argue that one cannot advocate for online teaching and learning without taking cognisance of the socio-economic conditions of our society. In terms of this article, it was argued that a lack of access to proper learning devices, data, and other necessary resources makes online teaching and learning to be an exclusive platform because it will exclude those who are confronted by poor socio-economic conditions.…”