Inclusive education in the pandemic and post-pandemic times

With the onset of the Covid 19 pandemic, education in India and across the world shifted to the online mode. Teaching, either shifted online or happened through television and radio programs intending to reach as many children as possible. This is being referred to as ‘Online and Digital Learning (ODL), a term introduced by UNESCO in 2016. ODL includes online learning, e-learning, distance education, correspondence education, external studies, flexible learning, and massive open online courses.?

ODL was conceptualized to provide students with information and support to continue learning from the safety of their homes. However, besides creating a digital divide, ODL also denied children many social opportunities, access to nutritious food and social protection provided by a safe school environment. This has been very devastating for all children and more so for children with disabilities.

The pandemic has presented us with a unique opportunity to rethink the need for accessible and inclusive education….A post- pandemic scenario would ideally look at allocating resources towards more inclusive health, educational and social services and boosting various Government initiatives.?

The online mode of education has not been accessible to a large group of children due to a lack of devices, stable internet connection, and even lack of a conducive environment. Children with disabilities often face additional difficulties in accessing education through this online mode depending on the nature and severity of their impairments. Even before the pandemic, it was difficult for children with disabilities to access inclusive classrooms. Despite legislation like the Right to Education Act, 2009 (RTE), Rights of Persons with Disabilities Act, 2016 (RPWD), and National Trust Act, 1999 which mandate accommodations for children with disabilities, it has always been an uphill task for families having children with disabilities to provide good quality education for their children.

Some of the barriers to inclusive education in India are the digital divide, poor internet connectivity, accessible formats of study materials, specific to disabilities, differences in the competencies of teachers, lack of one-on-one pedagogical support, and ODL solutions according to the nature and severity of the disability. Despite such barriers, there has been a lot of effort in providing services to children with disabilities by passionate educators across India.

UNESCO (2020) has provided the following recommendations to facilitate inclusive and assistive digital technologies: a) Technologies should be suited to the needs of learners with disabilities; b) Teachers and students with disabilities should be trained in the appropriate use of digital technologies; c) Such technologies should be affordable, especially when the only available solution is an assistive technology; d) Local language content should be made available in accessible formats.

The pandemic has presented us with a unique opportunity to rethink the need for accessible and inclusive education. Parents, teachers, and schools need to be supported to cover learning losses in children, especially those children with disabilities, and work on children’s physical and mental health. A post-pandemic scenario would ideally look at allocating resources towards more inclusive health, educational and social services and boosting various Government initiatives like the Samagra Shiksha Abhiyan. This is a chance to reimagine and reinvent strategies to bring back all the children to school and build back better.