Experiences of South African Learners With Severe Intellectual Disabilities From Low Socioeconomic Backgrounds on Their Educational Challenges During the COVID-19 Pandemic

IF 1.3 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2025-01-02 DOI:10.1111/bld.12645

Mandie Cecilia Mudali, Lucia Munongi

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Abstract

Background

The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic.

Methods

Using the qualitative research methodology, data were collected from six learners (three females and three males) using semi-structured individual interviews.

Results

Thematic data analysis yielded four themes, namely, loss of learning time, lack of interaction with others, lack of access to resources and lack of parental support.

Conclusion

Despite the pandemic affecting every learner negatively, in this study, among those with Severe Intellectual Disabilities who came from low socioeconomic backgrounds, the challenges faced by children with severe intellectual disabilities were unique and likely worsened by having Severe Intellectual Disabilities.

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来自低社会经济背景的南非严重智力障碍学习者在COVID-19大流行期间的教育挑战经验

新冠肺炎全球大流行给世界各地的学习者带来了各种挑战。本文报告了在南非背景下，来自低社会经济背景的严重智力残疾学习者对他们在COVID-19大流行期间所经历的教育挑战的看法。方法采用质性研究方法，对6名学习者（男、女各3名）进行半结构化的个人访谈。结果专题数据分析得出四个主题，即学习时间损失、缺乏与他人的互动、缺乏资源获取和缺乏父母支持。尽管大流行对每个学习者都有负面影响，但在本研究中，在社会经济背景较低的重度智障儿童中，重度智障儿童面临的挑战是独特的，并且可能因重度智障而恶化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.