Education in the Pandemic Era: Insight into the Future of Schooling for Students with Developmental Disabilities
Jayati Sharma
COVID-19 has undoubtedly changed the face of education around the globe. With over 90% of US households reporting some form of distance learning since the onset of the pandemic, online learning has become a core & lasting part of many Americans' lives this year, with the potential to last far into 2021, too.
Many children and families struggled through March's abrupt transition to distance learning, and continue dealing with the subsequent aftershocks of obstacles in the face of this unprecedented scale of online learning. A rather quiet, often overlooked portion of the student population has, however, found at least some solace in this transition from in-person to online education. Children with neurological and developmental disabilities have, compared to their neurotypical peers, gleaned some benefit from being able to avoid the social factors of in-person schooling that often create undue stress, depression, and anxiety.1
Despite gaining some valuable benefits, however, many of these students have disproportionately suffered from the lack of social interaction that they require, a notably common feeling for students everywhere.2 A hybrid educational format appears sorely needed to address the unique experiences of students with developmental disabilities.
To date, there exist few to no federal laws surrounding special education in hybrid and virtual settings. However, the US Department of Education has put forth guidance for schools in all 50 states to prioritize the accessible and equitable delivery of education to all students with disabilities using online education, which has been re-emphasized since March 2020.3 To cement these priorities in law and produce actionable goals in reducing education disparities broadly and specifically for students with developmental disabilities, three key areas for policy change emerge:
1. Integrating hybrid in-person & virtual education formats going forward
Children will still of course need in-person instruction for their social and educational progress. A targeted goal of integrating in-person and virtual education for students with developmental disabilities will be a step towards promoting these student's academic success without sacrificing their mental health. A recent qualitative study found that state education policies that leverage research-based virtual education practices and explicitly define virtual education goals has been found effective in maintaining virtual school graduation rates >= 60%.4 Practical goal-setting must be the first priority in creating equitable learning environments for the future.
2. Mitigating the effect of digital inequality/inequity through regular federal & state funding and evaluation
Since the beginning of the pandemic, disparities in access to essential resources needed for virtual learning (internet connectivity, laptops, tablets, etc.) have been well documented, especially in chronically underfunded and systemically disadvantaged communities.5 These disparities, exacerbated by the lack of a national strategy or guidance for schools, have only been addressed in districts and states with available funds. A Texas school district that engaged its community in open communication, redirected funds towards providing Chromebooks to all families, and created supplemental education opportunities for disadvantaged found success in virtual learning outcomes.6 Policy that underscores the importance of mitigating resource access imbalances will improve educational outcomes for all students.
3. Create specialized online teaching curricula to develop educational expertise
The 2015 report from The Center on Online Learning and Students with Disabilities (COLSD) highlighted, with significant foresight, the policy goal of creating and regularly evaluating structured online teaching curricula and certificates to prioritize quality virtual instruction for students with developmental disabilities.7 Just this year, teachers have been under immense pressure to adapt to virtual, in-person and hybrid formats at the pace of changing state and national guidance, or lack thereof. Creating cogent achievable virtual learning curricula will lessen educational disparities in these students.
Though all children have suffered due to the physical, mental, and emotional toll of the pandemic, some aspects of the virtual learning environment have highlighted the potential for continuing hybrid education formats, especially for children with developmental disabilities. Each student and family's experience throughout the pandemic has been paradoxically both unique and universal. Federal and state governments must invest in the future of education to avoid the shaky, obstacle-ridden transitions to hybrid and virtual learning in the face of future public health crises, and to better support education for all students in the country.
Without this due redress, the ever-present disparities in education seen between more and less socioeconomically disadvantaged families and communities will only grow.
References:
1 Reicher D. (2020). Debate: Remote learning during COVID-19 for children with high functioning autism spectrum disorder. Child and adolescent mental health, 25(4), 263–264. https://doi.org/10.1111/camh.12425
2 Constantino, J. N., Sahin, M., Piven, J., Rodgers, R., & Tschida, J. (2020). The Impact of COVID-19 on Individuals With Intellectual and Developmental Disabilities: Clinical and Scientific Priorities. The American journal of psychiatry, 177(11), 1091–1093. https://doi.org/10.1176/appi.ajp.2020.20060780
3 Urging States to Continue Educating Students with Disabilities, Secretary DeVos Publishes New Resource on Accessibility and Distance Learning Options. U.S. Department of Education. https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options
4 Yi, J. (2020). A Grounded Theory Study: A Snapshot of States' Governing Practices on K12 Virtual Education Programs. ProQuest Dissertations Publishing. https://search.proquest.com/docview/2465448874?fromopenview=true&pq-origsite=gscholar
5 Measuring Household Experiences during the Coronavirus Pandemic: Household Pulse Survey - Phase 3. US Census. https://www.census.gov/data/experimental-data-products/household-pulse-survey.html
6 Tremmel, P., Myers, R., Brunow, D.A., & Hott, B.L. (2020). Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District. Rural Special Education Quarterly, 29(4), 201-210. https://doi.org/10.1177/8756870520958114
7 Basham, J.D., Stahl, W., Ortiz, K.R., Rice, M.F., & Smith, S.J. (2015). Equity Matters: Digital & Online Learning for Students with Disabilities. The Center on Online Learning and Students with Disabilities. https://kuscholarworks.ku.edu/bitstream/handle/1808/22627/2015_COLSD_Annual-Publication_FULL.pdf?sequence=1
Resources to Learn More:
http://www.centerononlinelearning.res.ku.edu/
https://www.census.gov/data/experimental-data-products/household-pulse-survey.html