Lessons Learned From the Early Days of COVID-19

In the first in a series of studies, the American Foundation for the Blind found that remote education created barriers to education for students who are blind or low vision.

When COVID-19 first began, it changed the world for everyone. This included a shift from in-person to remote learning for students. But students who are blind or have low vision already face barriers in some areas of their lives, and the change to remote learning created new challenges. All students deserve equal access to education, which was not always available early in the pandemic.

About AFB’s research on this.

In April 2020, the American Foundation for the Blind (AFB) conducted the Access and Engagement survey. The survey was sent to family members of students who are blind or have low vision, including students who are deafblind and those with additional disabilities. In addition, the survey was sent to teachers of students with visual impairments (TVIs), orientation and mobility (O&M) specialists, and teachers who are both TVIs and O&M specialists. AFB gathered survey responses from 1,432 family members and teachers about students from birth through age 21. A majority of students attended public schools, charter schools, or were homeschooled.

What did the researchers learn?

Here’s how education changed for the groups AFB studied:

Students and Families:

  • Before COVID-19, 88% of children received early intervention services at home or in day care. During COVID, information was provided online through meetings with teachers, suggestions for online resources, and emails.
  • Most preschoolers who used a white cane or tablet at school had access to those tools at home.
  • 13% of students in kindergarten through 12th grade (K-12) did not receive educational services during the COVID-19 pandemic. 61% attended school online and 43% of students had problems with or could not access online programs because they were blind or low vision.
  • K-12 students did not always have access to tools at home that they did in school. This included tablets, laptops, a mechanical braille writer, large-print books, screen reader software, and recreational braille books.
  • 75% of family members were concerned about their child’s progress after schools shifted to remote learning.

Teachers:

  • 81% of teachers were given less than one week to prepare for the shift to online or remote education.
  • 52% of teachers had at least one family they were not able to reach after the shift to remote learning.
  • 85% of TVIs who had students in a general or special education online class said at least one student had trouble accessing the technology.
  • O&M specialists said they were only working with 45% of their students in early intervention, preschool and/or those who had additional disabilities.
  • O&M specialists were working with 95% of their K-12 students who had Individualized Education Program (IEP) goals, but activities had to be modified due to the shift caused by COVID-19.

Why is this a problem?

Students have returned to in-person learning. But the challenges faced by students who are blind or have low vision may continue if schools keep using remote learning tools for any reason. Challenges could also come up if there is another national emergency.

Who needs to take action to change this?

Government officials, schools, school districts, school leadership, and educators.

What changes does AFB recommend based on the research?

Here’s what is needed any time there is a shift to remote or online learning:

  • Educators must have time to communicate and plan with families.
  • Children’s educational teams must coordinate services and requests of families.
  • Children in early intervention and preschool, and those graduating or who have not reached their IEP goals, should be given services for a longer period of time, if needed.
  • Teachers need support so they can offer service delivery models and tools to meet students’ needs.
  • All learning platforms and tools must be accessible and reliable for students, teachers, and family members. Time must be set aside to teach families and students how to use mainstream and assistive technology. Accessibility training must also be provided to general education and special education teachers
  • O&M specialists must provide clear and consistent instruction in O&M skills.

Download the Report Read the Entire Report Online

Glossary of Terms

Accessible: A product, service, or environment that is designed for people of all abilities to use.

Early Intervention: Services for infants and toddlers with disabilities from birth through their third birthday and their families. The services help children with social, emotional, and physical development, communication, knowledge development, and more.

Individualized Education Program (IEP): A written education plan to meet the needs of students with disabilities.

Orientation & Mobility (O&M): Travel skills for people who are blind or have low vision that help them know where they are and move around safely.

Screen readers: Software that reads text out loud or uses a braille display so people who are blind, low vision, or deafblind can read a computer screen.

Remote learning: Education provided outside of a classroom.

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