Evaluation of Pedagogical Approaches on Access to Education Among Early Childhood Learners With Disabilities in Africa During the COVID-19 Pandemic: Review of Available Literature

Abstract

The COVID 19 pandemic suddenly hit the world disrupting access to education especially in Sub-Saharan Africa, threatening the future of millions of learners. This chapter discusses the effects of COVID-19 on early childhood education (ECE) for learners with disabilities in Africa, focusing on three questions: (1) What pedagogical approaches were used to enable access to education among ECE learners with disabilities during the COVID 19 pandemic? (2) How was access to education for ECE learners with disabilities, and what challenges and opportunities were experienced? (3) How can access to quality and equitable learning for ECE learners with disabilities during the crisis be improved? Literature revealed that the pandemic aggravated the hardships in accessing learning programs among learners with disabilities widening the gap between them and their counterparts. Countries resorted to remote and digital pedagogical approaches to enable continuity of learning; however, many did not cater for learners with disabilities. Where disabilities were catered for, the reach and utilization were limited by lack of resources and capacity. Concerted efforts promoting effective inclusive learning are critical for the current and future pandemics. Barriers to provision of equitable education, and long-term effects of COVID 19 on in ECE learners with disabilities should be investigated.