Whitewashed Tombs: Emergency Online Learning Through the Experiences of Students With Disability at a Rural South African University

Conference: The Barcelona Conference on Education (BCE2021)
Title: Whitewashed Tombs: Emergency Online Learning Through the Experiences of Students With Disability at a Rural South African University
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Presentation Type: Live-Stream Presentation
Authors:
Bonginkosi Hardy Mutongoza, University of Fort Hare, South Africa
Emmanuel Olawale, University of Fort Hare, South Africa

Abstract:

The COVID-19 pandemic has induced an enormous effect on educational institutions globally. Rural institutions are at a greater disadvantage when compared to their urban counterparts which are better resourced with systems that enable the shift to emergency online learning. Challenges were particularly compounded for students with disabilities who appear to have been alienated from these rushed attempts at rescuing the academic project in South African institutions. As such, this paper will employ a qualitative research approach to examine the challenges faced by students with disabilities at a rural institution in South Africa in the wake of the COVID-19 pandemic. The study will employ an online survey to elicit their experiences and challenges concerning learning during the COVID-19 pandemic. The study is expected to contribute to national and international debates on inclusive education by drawing from the experiences of students with disabilities in a rural institution in South Africa. The study will also help stakeholders in higher education to formulate and strengthen policies to satisfy the unique learning needs of students with disabilities.

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