Social exclusion and gender inequality faced by students with disabilities during the COVID pandemic

“Persons with disabilities are among the world’s most marginalized and stigmatized even under normal circumstances” (Jane Buchanan, deputy disability rights director of Human Rights Watch, 2020). COVID pandemic exacerbated marginality by aggravating mental and physical health risks, educational outcomes and career prospects for students with disabilities. The impact of the COVID pandemic on students has been enormous, with a rapid shift to online learning with inadequate and scant access to communication tools and technology resulting in isolation under lockdown conditions. In addition, their stress is further compounded by financial stress and preexisting conditions. The temporary closing of educational institutions with the perceived threat of contagion affected all students, but more students with disabilities were left behind, particularly those with intellectual disabilities. For them, pedagogy is equally essential. Based on qualitative case studies, this paper assesses the impact of the COVID pandemic on educational access to students with disabilities, the challenges they face in accessing remote learning and how especially women with disabilities face further exclusion due to preexisting gender inequalities. Further, the paper aims to see disability as a “capability” deprivation and suggests how that can be bridged through technological intervention. It further proposes solutions, for the inclusion of students with disabilities during times of distress and natural calamities.