Care of Hearing Impaired and Physically Challenged People during Covid-19 Pandemic: Challenges and Prospects

Abstract

This study examines the challenges encountered while providing care for physically challenged and hearing-impaired individuals during the COVID-19 pandemic in Nigeria. Taking into account the difficulties these individuals already face in their daily lives; the pandemic aggravated their situation. Due to their inability to see, talk, walk, and actively engage in social interactions, caring for them became especially challenging. The responsibility for their care was left to non-professionals, which worsened existing issues like caregiver shortages, a lack of learning materials, and inadequate medical attention. The pandemic added more problems, such as lockdowns, limited access to medical personnel, and a shift away from face-to-face learning methods. The Symbolic Interaction Theory was used in this research to analyze the communication of COVID-19 messages to hearing-impaired and physically challenged residents, as well as the interactions between caregivers and residents in care homes. The study followed a quantitative research design and obtained primary data from 114 hearing-impaired and physically challenged individuals across three senatorial districts in Lagos State, Nigeria. The study found that the pandemic had an unexpected and unprepared impact on individuals. It also revealed that pre-existing challenges were exacerbated by COVID-19. Participants in the study expressed a lack of essential resources, such as wheelchairs, electronic gadgets, and adequate training. Caregivers also faced difficulties in securing government and philanthropic support, with many contracting the virus and experiencing psychological and economic impacts. In conclusion, the research stresses the ongoing need for improved care for physically challenged and hearing-impaired individuals beyond the pandemic. It advocates for the inclusion of a curriculum on the care of these individuals in primary and secondary education to promote societal recognition and support for their unique needs