Challenges Faced by Students with Intellectual Disability During the COVID-19 Pandemic in India: Coping Mechanisms and Parental Support in Therapy and Daily Living

Abstract

The COVID-19 pandemic drastically altered education, social structures, and family life, with particularly severe effects for students with intellectual disability (ID). In India—where educational infrastructure and support systems for children with ID were already under strain—lockdowns, closure of schools, and discontinuation of therapeutic services amplified existing challenges. This mixed-method study examines (a) the educational, behavioral, and psychosocial challenges experienced by students with ID during the pandemic; (b) the coping mechanisms employed by families; and (c) the critical role of parents in therapeutic practices and daily living support. Data gathered through structured questionnaires from 120 parents and in-depth interviews with 20 caregivers reveal significant disruptions in learning, therapy, and routine, accompanied by increased caregiver stress. However, structured home routines, visual supports, tele-guided therapy, and collaborative parent–professional efforts helped mitigate impacts. The study underscores the need for inclusive, emergency-responsive education and rehabilitation frameworks that empower families and ensure continuity of care.