Experiences of accessing education among people with disabilities during the COVID-19 pandemic: evidence from five low- and middle-income countries

Xanthe Hunt, Judith McKenzie, Shaffa Hameed, Rifat Shahpar Khan, Ngoc Luong-Anh, John Ganle, Shailaja Tetali, Lopita Huq, Tom Shakespeare, Zeynep IlkkursunI’m, Ceren Acarturk, Vu Quynh Mai, Divya Goyal, Daniel Hawkins Iddrisu and Lena Morgon Banks

Oxford Development Studies, 2024, vol. 52, issue 3, 225-242

Abstract: The COVID-19 pandemic had profound impacts on education globally. The pandemic widened educational disparities between young people with and without disabilities, but accounts from low- and middle-income countries are missing from the literature. This article reports on a multi-country qualitative study of experiences of education in low- and middle-income countries during the pandemic. Interviews were conducted with primary, secondary, and tertiary-level young people with disabilities who were engaged in education, and caregivers, with 30–60 participants per country. Data were analysed using thematic analysis, organised according to three key topics: experiences accessing education prior to the pandemic, barriers to access during the pandemic, and the impact of poor access. The pandemic exacerbated the existing failure of education systems to cater to the needs of people with disabilities and their families. Beyond education, losses in functioning, mental health, and family wellbeing were acutely felt by caregivers.

Date: 2024
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DOI: 10.1080/13600818.2024.2390410

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