Abstract:
COVID-19 pandemic had negatively affected the education system in many countries and it was
worse to students with disabilities which includes those students with hearing impairment. The
purpose of this study was to assess the impact of COVID-19 on the school support for students
with hearing impairment (A case of selected secondary schools in the Northern Education
Division). The study was guided by the following specific objectives: (i) explored the impact of
COVID-19 on the management of students with hearing impairment; (ii) examined how school
managements are implementing inclusive education with emphasis on students with hearing
impairments in the COVID-19 situation; (iii) explored interventions that could be made to better
support implementation of inclusive education during Pandemics especially for students with
hearing impairment. The study was informed by the interpretivist paradigm as it posits that social
reality is subjective and it advocates for multiple reality and viewpoints from the lived experiences
of participants. The study was conducted in Mzimba District in the Northern Education Division
(NED). Data was collected from three secondary schools on the basis that they all practice
inclusive education. Twenty-six participants were purposively selected and they included the NED
Education Division Managers, School Managers, Teachers, Parents and Students. These
participants were selected on the basis that they know how students including those with hearing
impairment were impacted by COVID-19.
. Data was analysed thematically, and findings revealed that management of students with hearing
impairment was negatively affected by COVID-19 due to several factors such as an abrupt holiday
that came into play,the introduction of online lessons left students with hearing impairment behind,
and measures that were developed to reduce the spread of the disease also negatively affected the
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schooling of these students. The study recommends that the curriculum be reviewed to make it
robust enough to always remain truly inclusive and withstand pandemics such as COVID-19.
Proper policies have to be put in place for the education system to better respond to pandemics and
ensure continuity of education provision including developing teaching and learning resources that
support inclusive education. Lastly, teachers have to be oriented on how best to ensure continuity
of inclusive education even during pandemics.
