Volume 07 Issue 01 January 2024
1Constance Chifamba (PhD), 2Dumisani Rumbidzai Muzira (PhD), 3Robert Muzira, (D.Min), 4Enock Chifamba (DMin)
1Solusi University
2Africa University, Accounting and Finance Department, Mutare, Zimbabwe, P.O. Box 1320, Mutare, Zimbabwe,
3Solusi University, Zimbabwe
4Zimbabwe East Union Conference of Seventh-day Adventists (Adjunct lecturer, Solusi University)
2Orcid: https://orcid.org/0000-0002-2922-3705
DOI : https://doi.org/10.47191/ijsshr/v7-i01-67Google Scholar Download Pdf
ABSTRACT
The aim of this phenomenological study was to explore, describe and intertwine the lived experiences of students living with special educational needs (SEN) during the Covid-19 Pandemic. Seven purposively selected participants from 2 tertiary institutions in Zimbabwe. Participation was voluntary, by responding to unstructured written online interviews and telephone interviews. Each participant confirmed consent and keenly participated as they wished to share their lived experiences. Inductive thematic analysis was used to analyze the collected data. The 5 themes identified in the study were challenges faced, coping strategies, sad moments, happy moments, lessons learnt and recommendations for the future. The major challenges were unreliable internet connectivity, financial constraints, meeting deadlines for assignment submissions, feelings of loneliness and frustrations from social distance and learning remotely which further led to emotional distance, challenge of lack of adequate technological competence made some to feel incapacitated to work remotely with limited assistance from fellow classmates. In addition, others felt helpless as lecturers who did not know their conditions assumed all things being equal and expected them to participate at par with the able bodied. However, most of them felt that the experience was a blessing in disguise as they developed coping strategies. It was richly rewarding as they developed resilience in the face of challenges, they felt the synergy of working together with family members from home to achieve their goals. Lastly, most of them learnt that they too could harness technology to their advantage, so they felt motivated to embrace technology and up- scale their technological skills and venture into unknown territories even after the Pandemic is over.
KEYWORDS:Covid 19 Pandemic, special education needs, lived experience, resilience
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