Education for Learners with Learning Disabilities during Pandemics

Carol N. Kinuthia – Department of Inclusive School Development, Leibniz University Hannover, Germany
Dr. Mathew Karia – Department of Special Needs & Early Childhood Education, Kenyatta University, Kenya
Corresponding Author: carokin15@gmail.com

Abstract: Since the inclusion of Learning Disabilities (LD) as a category of learners with special needs, concerns have occurred over main issues such as appropriate definition, identification procedure and appropriate intervention mechanisms. Thus, in such concerns, pandemics such as COVID-19 have disproportionate impact on these learners who are already socially and academically disadvantaged. The purpose of this paper is to review relevant literature on issues and challenges surrounding learners with LD. The study ought to analyse the concept of LD as documented, analyse educational intervention mechanisms during pandemics in relation to LD and propose intervention strategies that will enhance their leaning. Integrative literature review methodology was used to systematically evaluate database, publications and internet sources to examine the emerging issues in the education of learners with LD. Literature on pandemic impacts on education was then analyzed and the relationship between the two established. The focus of the study was on low income countries: COVID-19 has revealed gaping inequities in global education with low income countries experiencing a learning crises and a deepened gap for marginalized groups, minorities and those with disabilities. The findings indicate that measures taken during pandemics such as online and distance learning do not put into consideration learners with LD who require adapted and individualized learning programs. The authors therefore identify the need for inclusive education measures at such times. They call for adapted education programs, blended approaches and support systems to ensure fairness and equity for all learners.