Parental Involvement in Educating Children with Intellectual Disabilities in India During the COVID-19 Pandemic: A Comprehensive Review

Anita Nanda *

Department Special Education, DPMIASSE and T, Sreemayeepeeth, Sisu Vihar, Kodola, Ganjam, Odisha-761032, India.

*Author to whom correspondence should be addressed.


Abstract

The COVID-19 pandemic has drastically altered the educational landscape globally, with a particularly profound impact on children with intellectual disabilities (ID). In India, where educational infrastructure and support systems for children with ID are already strained, the pandemic exacerbated existing challenges. In India, the sudden shift to remote learning has placed a significant burden on parents, who have had to take on new roles as educators. Parents have had to step into roles traditionally held by educators, therapists, and support staff, making their involvement crucial. This research article explores the multifaceted role parents played in the education of children with intellectual disabilities during the COVID-19 pandemic in India, highlighting both the obstacles faced and the resilience demonstrated by families. This article also emphasized the role of parents in educating children with intellectual disabilities during the pandemic, through case studies and community efforts, highlighting both challenges and innovative solutions.

Keywords: Intellectual disability (ID), COVID-19, pandemic, educational infrastructure, parents, special educators, therapists, and telepathy


How to Cite

Nanda, Anita. 2024. “Parental Involvement in Educating Children With Intellectual Disabilities in India During the COVID-19 Pandemic: A Comprehensive Review”. Asian Journal of Education and Social Studies 50 (7):154-64. https://doi.org/10.9734/ajess/2024/v50i71453.

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