Remote Learning for Learners with Disabilities during the COVID–19 Pandemic in Kenya: Successes, Challenges, and Lessons Learnt

Abstract

The twenty-first century has seen many changes in education, especially in the area of inclusion; which has had an impact on the perspective of teachers. As a result, there is an increase in expertise as well as in flexible learning arrangements. These adjustments were compounded by the Covid-19 pandemic. In Kenya schools closed for seven months. During this time, schools transitioned from teacher-centred teaching to distance learning, which was plagued by poor planning and insufficient infrastructure. Teaching in an inclusive education environment is a challenge that necessitates an understanding of students and the provision of material resources. Schools with special needs students that were already facing obstacles and difficulties attempted to offer special education and related services in compliance with the Ministry of Education guidelines. During the Covid–19 pandemic, it was difficult to provide successful assistive learning to learners with special needs due to difficulties such as insufficient time for teachers in the inclusive setting and material shortages. This concept paper aims to highlight the achievements, difficulties, and lessons learned during the disruption, as well as to make recommendations to the Ministry of Education on how to best maneuver through such emergencies, keeping in mind that several Covid–19 variants have been identified.