<b>“</b> It’s like The Matrix. You have all the numbers, all the information, but no touch, no feeling”: South African teachers’ experiences of teaching oral hard-of-hearing learners (HoHL) during COVID-19 restrictions

This study revealed that, as a consequence of COVID-19, South African teachers had to amend their teaching and assessment methodologies which emphasised the inequality in access to education in South Africa, especially the particular challenges related to education for HoHL. Teachers had to navigate an unknown terrain using modified methodologies and were reliant on technology within the constrained South African context where structural limitations further complicated the teaching of HoHL. COVID-19 highlighted that the confluence of disability, constrained resources and poor support mechanisms in South Africa threatens educational provision for learners with special needs.