Trauma and the Effects of the Pandemic on Teaching

Introduction

In one of the rare expectations in global history, more than 1.5 billion learners suffered a learning disruption due to the Coronavirus pandemic (Bozkurt et al., 2020). While at its peak, the Pandemic forced more than 180 countries across the globe to suspend learning and temporarily close schools, leaving 85 percent of learners globally out of school (Russ & Hamidi, 2020). Most learners across the globe adopted distant learning away from their respective learning institutions through remote learning channels like radio, TV, internet, or their combination (Warren & Bordoloi, 2020). As a result, inequality in access to data packages, devices to support remote learning, and data is one of the enormous challenges that has become evident (Russ & Hamidi, 2020). However, the marginalized, particularly students with disabilities or special educational needs, have become at more risk (Drane et al., 2020). Intersectionality with a disability, gender, ethnicity, age, and poverty can lead to several forms of exclusion and discrimination (Bozkurt et al., 2020). As a result, education, health, social protection, and other sectors must consider everyone when tackling the Pandemic to guarantee continuity of inclusive services to everyone. Takin, a bold step that bridges the growing inequality gap, is vital for the future (Dawadi et al. 2020). Otherwise, distance learning has subjected students with disabilities to further inequitable educational opportunities.

Besides, opportunities for remote learning might not be accessible or available for several learners, necessitating various channels to share educational content in minority and local languages like using captions, sign languages, graphics, and audio (Russ & Hamidi, 2020). Moreover, access to services that include support provided by resource personnel, assistive technologies, or meals is no longer available (Dawadi et al. 2020). Besides, most social and child protection services closed. Further, increased domestic violence makes people most vulnerable, particularly learners with various disabilities who suffer the most (Bozkurt et al. 2020). This results in more stigma among disabled children.

In addition, parents and caregivers of children with disabilities have found it challenging to provide exceptional services to these children for a more extended period than they were used to (Drane et al., 2020). Some caregivers are reported to have neglected such children; as a result, putting their public life, health, and social being at risk. Accordingly, there is a need to involve caregivers and parents in juggling several responsibilities at home (Warren & Bordoloi, 2020). These parents with learners that require diverse learning needs due to disabilities struggle so much due to distant learning; hence, they require more support to help their children learn. Many parents resort to teachers to look for support (Bozkurt et al., 2021). However, those who cannot receive support from teachers depend on the communities (Drane et al., 2020). Therefore, learners well-being and education will likely be compromised without practical support and collaboration between parents and teachers.

Finally, this paper will discuss how covid-19 Pandemic enhanced the educational inequality gap for learners with disabilities in terms of educational opportunities, access to learning content, exclusion, and emerging educational barriers and challenges experienced by learners with disabilities.

Background Information

Learners with disabilities are the most vulnerable, encountering several forms of exclusion associated with health, social, equity, gender, and education. Those disabled children from low-income families highly feel this exclusion (Drane et al. 2020). Moreover, the learning and schooling deficit children with disabilities experience are the most challenging barrier to earning an income for their families (Russ & Hamidi, 2020). This affects communities, households, and individuals and contributes substantially to the nations human capital gap. Children with disabilities are likelier to be out of school, less likely to go to school, and less likely to finish primary school. Therefore, most likely lack basic literacy skills (Dawadi...

However, according to (Lei & Gupta, 2010), distant learning brought about by the Pandemic has offered learners with disability more convenience in getting an education. According to them, students who have been physically challenged no longer burden themselves with moving long distances that usually pressed them over time (Russ & Hamidi, 2020). According to them, 90 percent of disabled children do not even go to school due to the incapacity to travel long distances (Dawadi et al. 2020). They argue that commuting is why disabled students find it impossible to attend college or university because even though most of them might have a relative helping them gain access to a bathroom, moving up and down to classes every day is unbearable.

Nevertheless, Lei and Guptas use of one lens to make such a significant conclusion is biased and discriminatory. There is a range of learners living with disabilities apart from those physically impaired (Warren & Bordoloi, 2020). For instance, they never considered those learners with mental challenges, hearing impairment, or sight issues. Distance learning has subjected students with disabilities to further inequitable educational opportunities (Houtrow et al., 2020). Opportunities hould be equitable to everyone. An opportunity that only benefits a small fraction of the population cannot be merited.

Conclusion

Distance learning has subjected students with disabilities to further inequitable educational opportunities. Covid-19 Pandemic enhanced the educational inequality gap for learners with disabilities in terms of limited access to educational opportunities, limited access to learning content, exclusion, and emerging educational barriers and challenges experienced by learners with disabilities.

Subsequently, there is an urgent need for social protection mechanisms for learners with disabilities (Russ & Hamidi, 2020). This can include the transfer of cash, supportive services, and in-kind relief, particularly in the middle- and low-income areas, to help all children and…