'We Have to Try and Teach Them from Home' -- Parents' Perspectives on Education of Children with Disabilities during the First Year of the COVID-19 Outbreak in Uganda
| Title: | 'We Have to Try and Teach Them from Home' -- Parents' Perspectives on Education of Children with Disabilities during the First Year of the COVID-19 Outbreak in Uganda |
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| Language: | English |
| Authors: | Femke Bannink Mbazzi (ORCID |
| Source: | International Journal of Disability, Development and Education. 2024 71(7):1076-1093. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Parent Attitudes, Parent Role, Students with Disabilities, COVID-19, Pandemics, School Closing, Elementary School Students, Barriers, Distance Education, Costs, Poverty, Equal Education, Cultural Influences, Parents as Teachers, Instructional Materials, Interpersonal Relationship, Food, Child Behavior, In Person Learning |
| Geographic Terms: | Uganda |
| DOI: | 10.1080/1034912X.2023.2279788 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | Since March 2020, Uganda has confirmed cases of COVID-19 and implemented a response to curb the spread, which included over 12 months of school closure for most children. In this study we investigated parents' perspectives of the impact of the COVID-19 response on education of children with disabilities enrolled in primary schools in Central Uganda during the first 12 months of the outbreak. We conducted four rounds of interviews with 27 parents of children with disabilities, which were analysed thematically. Parents described a lack of financial resources, food, learning materials, and teaching skills necessary to provide meaningful home education. Parents were concerned about the long-term impact school closure may have on their child's development, behaviour, and social life. Although parents were happy about the phased school re-opening, they expressed concerns about the financial costs involved in sending children back to school, and wondered how children would cope with prevention measures. School closure has greatly impacted the education of children with disabilities in Uganda. There is a need to consider inequality, poverty, and culture when studying children with disabilities during the COVID-19 outbreak, and prioritise and include this group in designing COVID-19 responses, prolonged home learning and school reopening plans. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444835 |
| Database: | ERIC |
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| ISSN: | 1034-912X 1465-346X |
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| DOI: | 10.1080/1034912X.2023.2279788 |
| Published in: | International Journal of Disability, Development and Education |
| Language: | English |