Perspective Chapter: Resilience of Tertiary Education Students Living with Disabilities – Lessons to Learn from COVID-19 Era

Abstract

This chapter intends to look at the resilience of tertiary education students living with disabilities and the lessons that can be drawn from the COVID-19 era. The 1975 UN Declaration on the Rights of Persons with Disabilities includes the right to education, employment, health services, etc., which has seen a number of tertiary institutions enrolling students living with disabilities of varying conditions. COVID-19 caught most people unaware and it changed the face of education from face-to-face to online or remote learning. The lecturer and students were ill-prepared for this, psychologically and in terms of skills to operate ICT gadgets for teaching and learning purposes; however, learning had to take place. This impacted negatively to students particularly those of hard hearing and the visually impaired students. There are lessons that can inform tertiary institution managers on how to improve inclusivity in the tertiary institutions they lead.

1. Introduction

Inclusive education has been globally recognised as a philosophy for ensuring that there is equality, justice and quality education for all children, regardless of conditions they may have. This accommodated students living with disabilities who have been traditionally excluded from mainstream education due to disability and other characteristics [1]. Inclusive education is a programme that essentially enables all learners with or without disabilities in the life and work of mainstreamed settings to meet his or her learning needs as adopted from the 1975 UN Declaration on the Rights of Persons with Disabilities. Inclusive education enables all learners to have equal opportunity to jointly undertake learning situations under the same roof without discrimination. Therefore, any learner who is considered to have a deviation from others as a result of a loss or damage be given a chance to belong to the mainstreamed setting. The damage or loss can either be physical or mental development should be given the right to enjoy the benefits that other learners are enjoying in the same learning environment as those who do not have disabilities. This implies that students living with disabilities should not only have access and right to education but they also have the right to be incorporated into the mainstream education system [2].

Disabilities manifest themselves in a wide range. Persons living with disabilities may have challenges that can interfere with the development of learning, mobility, social growth and adjustment. Persons living with disabilities present unique educational needs. These educational needs are best addressed early in life [1]. These educational needs include concept development, improving listening skills, and development of study and research skills [1].

Institutions of learning should have an appropriate inclusive learning environment to cater for students living with different ranges of disabilities. These include friendly infrastructure, teaching facilities, and both materials and equipment. Human resources and other related services are also essential to meet the needs of students living with disabilities as well as their well-being within the learning institutions [3].

2. Theoretical framework

2.1 Bronfenbrenner ecological theory

Bronfenbrenner’s ecological theory of development shaped and guided this study. The theory consists of five interrelated types of environmental systems, namely, micro-, meso-, exo-, macro- and chronosystems, the levels range from small, closer settings, which directly influence development, to the distant settings (Bronfenbrenner,1979) [4]. This theory is ideal in this study as it will help in explaining how the environment helps to promote positive healthy development among students living with disabilities. The theory also helped the researcher to have a good understanding of how relations between activities and other settings influence the developmental process of the student as shown below in Figure 1.

Figure 1.

Model of Bronfenbrenner ecological theory as it will be presented in this study.

Human development is based on the tenet that there are interactions among systems, which affect the young individual’s change, growth and development. The pressures of one level are felt by the other level until it gets to the student at the centre of the system [5]. The student is affected by what is happening in all the systems that surround him/her.

Development of a human being is assumed to be a product of four interacting properties namely 1) person, 2) context, 3) process and 4) time. Person refers to factors that interplay with the setting to influence development, such as age, gender and competency. In this study, person implies the students living with disabilities, the roles, that they occupy within the setting and how the activity affects, vary across individuals. Context factors are the settings, which Bronfenbrenner (1979), named the micro-, meso-, exo-, macro-, and chronosystems. The student is at the centre of these settings.

Process factors imply complex reciprocal exchanges between person and context. It is the interactions between a person and context. That is interactions between the student and his/her environment. Development is mainly ignited by closer processes that occur regularly over extended periods of time. Time is construed at various levels of the ecological system. The students’ developmental process is also influenced by the institutions they are affiliated with, as they spend a minimum of three years in institutions of higher learning.

The importance of family-school partnership is essential in uplifting the students’ development and well-being. Every parent is committed to ensuring the well-being of their child, regardless of the socioeconomic level, ethnic group and/or type of family structure. They state that what we should do is to try to change the circumstances, not families where the student is coming from [6].

2.2 Self-determination theory

Self-determination theory (SDT) is a theory that was developed by Deci and Ryan in 1985. They state that all human beings thrive to grow, develop, improve their surroundings and enjoy life to the fullest. Human beings are able to do so if their needs are met. The three human needs are competence, autonomy and relatedness [7]. The researcher chose this theory to guide the study as it thrives to explain the importance of three needs for ideal intrinsic motivation, psychological growth and well-being, when the three needs of a human being are met, a person feels full of energy and eager to face life with its possibilities and challenges.

Autonomy refers to when people have a need to feel that they are the masters of their own destinies and that they have at least some controls over their lives. Most importantly, people have a need to feel that they are in control of their own behaviour [7].

Competence focuses on knowledge and skills individuals have. People have a need to build their competence and develop mastery over tasks that are important to them [7]. Relatedness (also called connection) refers to people’s need to have a sense of belonging and connectedness with others. Each of us needs other people to some degree.

SDT is a theory that links personality, human motivation and foremost functioning. It posits that there are two types of motivation that are intrinsic and extrinsic. Both intrinsic and extrinsic motivations are effective forces in moulding individuals’ personalities and the way they behave [7]. Extrinsic motivation is a drive to act in positive methods that come from outside forces and outcomes in outside rewards. While intrinsic motivation comes from within. There are innate forces that motivate us to act in certain ways, such as our core values, our hobbies and our private sense of morality [7].

This theory is relevant to this study in that if the three human needs are met, students’ resilience is enhanced. The students living with disabilities like anybody else need intrinsic and extrinsic motivation to help them have eager to achieve their potential and be resilient.

3. Literature review

3.1 Challenges faced by students living with disabilities

One of the most difficult challenges faced by students with disabilities is the preparedness of the institution itself to accept students with disabilities. The faculty’s lack of understanding about disabled students also contributes to the difficulty of accommodating students with special needs because they are not familiar with the services on campus [8]. The students living with disabilities face challenges from the institutions as well as from peers, lecturers and also students at learning institutions [9].

The provision of assistive devices has a facilitative role, which in turn has a positive impact on the functioning of students with visual impairments in a university. A study of the inclusion of students with disabilities in a university in Zimbabwe quoted a student with visual impairment who expressed appreciation for the provision made by the Disability Resource Centre, which was established by the institution [10]. This showed that challenges of students living with disabilities were minimised through the services availed at the centre. Generally, positive experiences occur when the students living with disabilities have access to funding for learning support needs and appropriate equipment [11, 12], other studies revealed that students with visual impairment find it difficult to trust anyone, and this might be a result of their inability to take in visual cues [13].

There is evidence to show that students with visual impairments are more likely to face isolation and rejection as compared to their sighted peers [14]. Although this may be the case, if inclusion in the university is to be meaningful, the students living with disabilities need to socialise with other students. Students living with disabilities are scarred psychologically and socially if they are enrolled in a university setting where marginalisation and exclusion of students are practised [15].

Students with disabilities particularly the visually impaired may be subjected to misunderstanding and outright prejudice from their sighted peers, accusing them to be faking a disability [16]. Therefore, the students with visual impairment may be caught in a dilemma. Thereby making self-assessment that is most of the time made in a context of severe anxiety. This often led to a self-perception of inefficacy and/or making excuses for incompetent behaviour [17].

3.2 Resilience

Resilience is a successful outcome of healthy adaptations during stressful life events [18]. Resilience is often viewed in the psychological context to refer to the cognitive ability to remain psychologically stable in the face of difficulties [19]. It is a psychological phenomenon, a perception of an individual inner strength that allows for the physical manifestation of that strength, which is being able to come out of adversities strong and function to one’s highest potential [20, 21]. Resilience in individuals is exhibited by their adaptive coping skills and ability to see and take advantage of opportunities for learning and development from stressful events. Therefore, resilience levels in students living with disabilities and the manifestations of that resilience are related to effective adaptive resources to academic stress [21].

Resilience is the ability to come out stronger after exposure to hardship, pressure, family psychopathology, anxiety, stress, and trauma [22]. Resilience is defined as the “incidence of factors that are protective such as personal, social, familial, and institutional safety nets, which enable the individual to defy life stress” [23]. Research has shown that the resilience of an individual at any moment of time determined the presence of protective factors versus the presence of risks [24]. An individual is said to be resilient if they have been exposed to risks or trauma of any sort and come out functioning well.

Lazarus expressed that an individual’s ability to successfully manage stressful events and overcome life stress is resilience [25]. In terms of student’s academic life, resilience deals with high levels of achievement, motivation and performance in spite of the stressful conditions that place individuals at the risk of poor performance and dropping out from their educational streams such as colleges and schools [26]. Resilient students are highly optimistic and have the ability to foresee the problems they encounter and solve them logically. They also have the ability to advocate for creative solutions to problems.

The four patterns of resilience from individual resilience synthesised by Polk [27] are the following. Firstly, dispositional patterns are aspects that promote resilience and are related to physical and ego-related psychosocial qualities. These include a sense of independence or self-reliance, a sense of basic self-worth, good physical health and good physical appearance. Secondly, rational pattern stresses the closes relationship of an individual in a society through relationship with others. The relationship that an individual has with his/her society may enhance or hinder the individual’s resilience. Thirdly, the situational pattern addresses the aspects involved in a situation that is more stressful and the personality traits of the individual who is handling it. It also focuses on the individual’s problem-solving ability, the ability to evaluate situations and responses, and the potential to take action in response to a situation. Fourthly, the philosophical pattern, which is built on the individual’s view of the world, beliefs for interactions and self-development promotes resilience in individuals.

3.3 Accessibility of online learning

Accessibility in online learning environments is effective usage of online course content by people who have visual, cognitive, physical and mobility impairments [8]. The design of many online learning courses erects barriers to the full participation of students and instructors with some types of disabilities [9]. Although there are many assistive technology tools available to help people with different disabilities to use computers and the Internet, these tools do not remove all access barriers [8].

4. Methodology

This study was guided by the transformative paradigm. This paradigm was ideal for this study as it focuses on lived experiences of diverse groups, which were traditionally been left out. The researcher gets an opportunity to interact with them and their voices on their life experiences with the aim of advocating for social justice. The transformative paradigm additionally offers a framework that incorporates the complexity within the community of disability and leads to full knowledge and understanding of the real lived experiences of the participants. The researchers who use transformative paradigm should channel the findings of their studies towards improving the lives of the participants.

The qualitative approach was used in this study. Transformative paradigm does not have its own specific set of practices or approaches. In this study, transformative paradigm complimented well with qualitative approach, as it necessitated dialogue between the researcher and the informants. The researcher gets more data for the study through careful listening and valuing each informant’s voice.

Qualitative research makes sense of and meaning of subjective experience of individuals. In the case of this study, the qualitative approach helped the researcher to make sense of and understand the lived experiences of students living with disabilities in tertiary institutions by exploring their resilience.

4.1 Population and sample

The population of the study was tertiary institutions in Bulawayo, Zimbabwe. The researcher initially wanted to have a sample of students living with a variety of disabilities. However this was not possible with the hard of hearing as there was communication barrier. An assistant who had prior agreed to assist with communication with the hard of hearing and deaf students became busy at the last moment. Hence the sample comprised of the visually impaired students only.

Purposive sampling was done and come up with a sample of four students living with disabilities. Two of the students for this study comprised three students with blindness and three with low vision, making a total of six students. It was necessary to keep the sample small enough to enable a thorough analysis of data.

4.2 Data analysis

The researcher transcribed data that was generated through the semi-structured interview. The transcribed data were coded and the researcher came up with themes. Data were then analysed using the themes that emerged after coding data (Silverman, 2011).

5. Results

5.1 Challenges faced by students

Psychological issues: Students living with disabilities stated that they experienced psychological issues. These psychological issues emanated from the psychosocial issues as a result of effects of COVID-19 lockdown. In the absence of peers and lecturers, students living with disabilities felt a huge gap in their support system. The gap, the students living with disabilities felt, led them to be anxious about their academic performance. The era COVID-19 saw the introduction of online lessons due to lockdown. Students did not have access to the institution’s counsellor as people were working from home. This applies to students who have institutional counsellors.

As persons with disabilities we face more challenges as compared to our fellow students who do not have disabilities.

We have more psychological problems than our fellow students. Apart from the general pressures that a student in tertiary level face, we need constant counselling on acceptance of the disabilities that we have.

Another informant had this to say, we blame ourselves and others for the disability and we need to be helped to accept our conditions so that we can concentrate on school work.

We will be worried if ever we be able to engage in a meaning lasting love relationship.

5.2 Access to equipment and material

Students living with disabilities feared failure to complete their studies within the minimum timeframe for the programmes that they are studying. The students with visual impairment in particular had challenges accessing learning guides and materials sent on learning platforms that were used by most institutions. The materials sent on learning platforms were mostly visual. Hence, those students with visual impairment had to depend on others to read out the information for them. One student noted that some of the people or family members that they relied on to read out to them could not pronounce the words properly. This made understanding the concepts difficult on their part.

I spend most of the time with children at primary level and it will be a burden to ask them to read out to me. Anywhere l once tried it but they cannot pronounce words correctly then l will not understand.

Another student had a different opinion on the subject of failing to access learning materials in pdf format. The informant indicated that there is an application on most ordinary phones, which converts pdf documents into audio. This is the application of the informant’s use so s/he does not miss out on any learning materials sent in pdf format. Then, informant added on to say that some students are not aware of the application on phone due to lack of exposure.

I use an lnstant reader application that converts pdf documents into audio. It reads out what is written on the pdf document. It is available on affordable phones, which most people are using.

Students living with disabilities do not have access to technological gadgets for learning purposes. A few are able to own a laptop and a phone that they can use to surf the internet. Those who have the gadgets noted that some of the websites are not user-friendly to students living with disabilities particularly the visually impaired. Students noted that the institutions did little to nothing in assisting to cope with their studies during the lockdown due to COVID-19. It was mentioned that institutions were ill-prepared for the situation that was brought up by COVID-19. The instructors were also learning how to use technology media for teaching.

Most institutions do not have technology media that can accommodate students living with visual impairment. This becomes a challenge for the instructor or lecturer who would be conscious that there is inclusion in their educational set-up.

We need donations of ICT gadgets for learning purposes as education is adopting online learning.

Donations of gadgets would help us a lot as most of us come from poor families that are struggling to send us to tertiary education.

5.3 Support system

5.3.1 Institutions

Informants of this study indicated that they had support from members of their various faculties in helping them continue with their studies. The lecturers would go out of their way to try to meet the needs of students living with disabilities. One of the informants in this study noted that the lecturers had no idea of how to handle or work with students with disabilities.

I had to teach them how to handle me, as they as l was their first encounter with a person living with a disability. I could sense their fear of lack of knowledge on how to handle me but they could not send me away because of the blueprint that states that everyone should be given an opportunity to education.

Knowledge of policies assisted the informant to be brave to enrol for studies and want to pursue education. The statement of the informants acknowledged that the institutions that they enrolled in were ill-prepared to accommodate students living with disabilities.

I had not indicated that l have a disability, l later showed them my certificate of disability after l have been admission to the institution. Said another informant.

The other informants indicated that they had declared their disabilities and were accepted in their conditions. However, they all agreed that institutions were not well prepared to accommodate students with disabilities. The institutions were ill-prepared in terms of equipping lecturers and other staff members on how to meet the need of students living with disabilities.

5.3.2 Family support

Students living with disabilities, though they lacked support from their learning institutions, had to depend on family members a lot for support in their studies. Family members play an important role in supporting students living with disabilities. The support ranged from social and emotional to academic support. Families have to go out of their way to ensure that the special needs of students living with disabilities.

Had it not been for the support that l get from my family member’s l could not be pursuing my education.

Most of us persons living with disabilities we come from disadvantaged families, it takes a lot of effort on our families to send us to school.

I get most support from my family and personally l have an inner drive to be independent, and l reliase that education is the route to be independent.

5.3.3 Peer support

Informants of the study indicated that they also get support from peers while at institutional campus. These peers would act as their guides and give assistance in many ways. The informants regarded their peers as members of their extended family. They expressed gratitude for the way their peers treat and relate with them.

My peers are like my brothers and sister at the campus, they cheer me up and help me get to lecturers’ office for assignment submission.

Another informant had this to say: I feel like they are family to me.

6. Discussion

The study found that a supportive environment assisted in the development of the participants’ resilience. The positive impact of a supportive environment resonates with the findings of a scoping review of resilience in higher education students by Brewer et al. Students living with disabilities noted that they receive support from immediate family, peers at the institutions and peers from their communities as well as the campus staff members.

Accessibility of online learning material can create a barrier to students living with disabilities and to full participation in education. This collaborates with the findings of this study. Students living with disabilities stated that they experience challenges in accessing some of the websites with learning material. The findings also resonate with Chataika [4] that students with visual impairment were grateful for the donations of gadgets they had received. In this study, students living with disabilities indicated that they would appreciate and most welcome donations that would assist them in their learning.

Findings of this study depart from what Hasnah et al. 2010 found on the source of problems faced by students living with disabilities. Hasnah and colleagues noted that problems of students living with disabilities do not only come from the faculties but also from peers and lecturers. This study found out that peers and lecturers are very supportive though the system is ill-prepared to accommodate them fully. They cited the failure of faculties to provide learning gadgets and equip members of staff with ICT knowledge that embraces students living with disabilities.

7. Conclusion

The study can conclude that inclusive education has not been fully embraced in most institutions of higher learning. Most of the institutions of higher learning do not have facilities to cater for students living with disabilities. The lecturers had little knowledge of the use of ICTs especially in accommodating students living with disabilities, particularly the blind and visually impaired.

8. Recommendations

Lecturers to have basic knowledge of handling students living with disabilities. They should also be empowered on use of ICTs for learning and teaching purposes that includes webs for students living with disability. Resource centres should be established in every tertiary institution if inclusion is to cooperate holistically. Students support services to establish online helping centres to assist students with psychological issues while away from the learning institution. As in the case of lockdowns, due to COVID-19, students were learning online; hence, psychological services be made available online.