Reflecting on the Impact of COVID-19 on Education
In the third study in the Access and Engagement series, the American Foundation for the Blind found room for improvement beyond the pandemic.
The American Foundation for the Blind (AFB) conducted the first of two studies in the Access and Engagement series in spring 2020 (Access and Engagement I) and fall 2020 (Access and Engagement II) The final study in the series, Access and Engagement III, took place in the summer and fall of 2021, as schools were slowly returning to in-person teaching. The third study made it even more clear how changes in education during COVID-19 created unique challenges for students who are blind or have low vision, including those who are deafblind or have additional disabilities. The study also showed ongoing problems and unequal access to education for these students. These issues existed before the pandemic and will continue if changes aren’t made. But learning during the pandemic also had some benefits for students. Both the positive and negative experiences study participants described can guide the future education of these students.
About AFB’s research on this.
The third study built on what AFB learned in the first two studies. AFB sent out surveys and held focus groups and interviews. Participants included family members of students who are blind or have low vision, including students who are deafblind and those with additional disabilities, and teachers of students with visual impairments (TVIs). The third study also gathered information from groups that were not included in the first two studies: administrators of schools for the blind, families of children with multiple disabilities, and Spanish-speaking families of children who are blind or have low vision. The third study focused on three areas that were consistently described as concerns in the first two studies: access to technology, the impact on learning progress, and the social-emotional well-being of children who are blind or low vision, their families, and teachers.
What did the researchers learn?
Many challenges faced by students who are blind or low vision during the pandemic were not new and may continue if changes are not made.
- Technology needed for online learning was not accessible, either sometimes or all of the time.
- Some teachers said their school districts did not consider accessibility for students who are blind or low vision when purchasing equipment or software.
- Family members and teachers said they had to be creative to adapt to the limitations of educational technology. Some participants had to use items around the house, yard, or neighborhood to explain concepts that were presented visually to other students. This extra effort would not have been needed if digital learning tools were accessible.
- 75% of the teachers said they had at least one student on the low end of the digital divide. 30% said at least 25% of their students were on the low end of the digital divide.
- 43% of teachers reported lack of reliable internet or Wi-Fi access as one of the most challenging issues they or their students faced.
- Some students did not know how to use certain technology, such as computers or video meeting apps.
- Some families and teachers said children will need to compensate for learning delays caused by remote learning. Others said children were mostly keeping up with their educational goals.
- 90% of teachers surveyed agreed or strongly agreed that the 2020-2021 school year was more emotionally challenging for them than a typical school year.
- Several families said their children felt isolated during lockdowns.
- Some children felt sad or lonely because of limited social interaction. Others started to enjoy being alone, which is positive for more introverted or socially anxious children. But some parents worried this might be a problem.
- The well-being of families was negatively impacted. They often took on the extra work needed to make educational material accessible to their children and coordinate instruction.
- Families of children with multiple disabilities and medical conditions felt especially overwhelmed.
- Many of the Spanish-speaking parents lived in more rural areas with fewer resources. They sometimes had to drive long distances to get materials from their child’s school.
- Four of the 12 Spanish-speaking participants said they do not have computers at home. One family had to use the internet through a smartphone early in the pandemic. Another said her family did not have internet access until the pandemic started.
- During the pandemic, some parents changed their child’s school placement. This included moving from a public school to a school for the blind or to homeschooling, because public schools weren’t meeting their child’s accessibility needs. Other changes included modifying Individualized Education Plan (IEP) goals or increasing time with specialists such as Orientation & Mobility (O&M) teachers.
- COVID-19 led to some positive outcomes. Some families said they were more involved in their child’s remote learning. This helped them better understand their child’s educational needs. Teachers said increased collaboration with families was a positive.
- Some children had increased anxiety, such as a fear of COVID. But others had less stress because of fewer demands on their time and less social pressure.
- Some children learned more without the distractions of a classroom.
- Some students improved their technology and self-advocacy skills as they adapted to online learning and access challenges. Others had more time to explore interests beyond school.
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. There could also be challenges if there is another national emergency.
Who needs to take action to change this?
Policymakers, schools, school districts, school leadership, and teachers.
What changes does AFB recommend based on the research?
Here are steps that can be taken to make sure all students receive a high-quality education:
- School staff need to be aware of their responsibilities under the Americans with Disabilities Act, Individuals with Disabilities Education Act, and other civil rights laws. This includes making digital tools used in the classroom accessible.
- Teachers and families should work to create a culture of inclusion and set high expectations for access to and achievement in education for students who are blind or low vision.
- Schools must make sure the hardware, software, and web-based platforms and teaching plans used in the classroom are fully accessible.
- Both general education teachers and teachers of students with disabilities should make sure digital education is accessible.
- Students who are blind or low vision should have early instruction in using technology, including assistive technology.
- Schools should be ready to support children from bilingual families. This includes providing interpreters, creating communications and materials in the child’s home language, hiring bilingual staff, and offering explanations of family and student rights in the home language.
- Communication and collaboration between teachers and families is essential to student success.
- The U.S. Department of Justice and Department of Education should issue regulations and guidance that require websites and applications used in the school environment to be accessible.
- School districts should use all available federal and state funds to provide ongoing access to computers, Wi-Fi, and broadband connections.
- School administrators should make sure students have access to both braille and assistive technology instruction at an early age.
- Teachers and administrators need professional development to learn how to make online and in-person classrooms accessible.
- State and local leaders should track changes in placement for students who are blind or have low vision, and make changes so students receive quality education in public schools. These changes should be made as quickly as possible.
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Glossary of Terms
Accessible: A product, service, or environment that is designed for people of all abilities to use.
Assistive technology: Devices or software applications that make mainstream technology accessible.
Braille reader: An electronic device that displays braille converted from computer text.
Digital divide: The gap between geographic areas with good access to Wi-Fi or broadband and those without it.
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.
Remote learning: Education provided outside of a classroom.
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.
