Impact of COVID-19 on the education of children with disabilities in Peru
| Areas | : | Education and learning |
|---|---|---|
| Researcher/s in charge | : | Santiago Cueto |
| Other researchers | : | Gabriela Ramos |
| Execution time | : | December 2020 |
Presentation
This study used a mixed methodology with the aim of analyzing how the health emergency of Covid-19 has changed the way in which inclusive educational services are offered in the public sector and the situation of the education of students with disabilities at the primary level in the modalities of Special Basic Education and Regular Basic Education. From the quantitative component, using Peru National Household Survey, it was found that more students between 6 and 13 years of age reported attending school in 2020, compared to 2019. However, the qualitative component, which involved a documentary review of the measures applied by the government and the remote execution of 33 semi-structured in-depth interviews with representatives of institutions from the educational community, found that this access was in many cases of very poor quality. The study analyzed the strategies used by the Ministry of Education to guarantee the service, the effective participation of students with special educational needs, and the evaluation of their learning achievements. The results were compared with the strategies implemented locally in two regions of the country. Finally, the study found numerous self-management strategies implemented by actors of the educational community to respond to intervention gaps and local problems, which shows the determination of these actors, as well as the shortcomings and limitations of the “Learning at Home” strategy.
The findings show that a structural change is necessary, aimed at rethinking the inclusive educational system. Hence, Regular Basic Education must assume a leading role, just like Special Basic Education, to ensure that working with students with disabilities is part of the diversity of each classroom. To achieve this, the training of teachers oriented to this achievement is essential. To guarantee the presence of the service, interventions aimed at eliminating old and new barriers that currently impede the access of students with disabilities to education should continue. One recommendation is to provide financial support to help reduce the technological gap for virtual classes. Likewise, the articulation with the Ministry of Health must be ensured so that the students continue their therapies and the families have access to mental health services. Also, it is necessary to promote socialization activities among students remotely. Regarding the learning achievements evaluation, one recommendation is to establish more accurate guidelines for monitoring children with disabilities to the teachers. Finally, there should be an evaluation of the “Learning at Home” strategy to make changes in its design and design a long-term strategy.
