Preparedness and Response to COVID-19 Disruptions and Learning Challenges for Students with Disabilities in South Africa: A Systematic Review

Sibonokuhle Ndlovu ()
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Sibonokuhle Ndlovu: Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, Johannesburg P.O. Box 524, South Africa

Sustainability, 2023, vol. 15, issue 2, 1-17

Abstract: The present study utilised the systematic review method to report on the learning challenges faced by students with disabilities as a result of inadequate preparedness for COVID-19 and the response to the pandemic in the context of institutions of higher education in South Africa. The studies reviewed indicated that, although there were variations between institutions, South African higher education institutions were inadequately prepared for COVID-19 and, as a result, the response to the pandemic involved emergency remote teaching. For students with disabilities, it was revealed that the limited support and the changes to the way learning was taking place in institutions posed challenges during the pandemic. Limited access to content knowledge was an issue even before COVID-19, and this was exacerbated during the pandemic. Conclusions reached showed that there were challenges imposed by the pandemic in addition to those that existed before, which were only exacerbated and magnified by COVID-19. Practical ways are suggested in which anticipative and transformative resilience could be utilised by all stakeholders in institutions of higher education, to pre-prepare for pandemics. Ways of applying a universal design for learning in the “new normal” to enhance learning for all students, including those with disabilities, also contributed in a practical way to the conclusions.

Keywords: COVID-19; pandemic; preparedness; response; South African higher education; resilience; challenges; students with disabilities; learning; universal design in learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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