Junsang Yoon1, David Zhang1, Brooke Ellison2
1University of California Berkeley, CA 94720, 2Center for Compassionate Care, Medical Humanities, and Bioethics, Health Science Center, Stony Brook University, Stony Brook, NY 11794
*Editors: Alyssa Kim, Jacob Han, Jessica Guo
Special education is a critical aspect of the education system that addresses the individual needs of students. With the current transition to remote learning in many schools as a result of the COVID-19 pandemic, it becomes crucial to assess the potential impacts of remote learning on special education. A previous meta-analysis by the Department of Education in 2010 suggests that remote learning, if done correctly, can enhance student performance and engagement in a normal environment.[1] However, there is currently little to no literature analyzing the effects on student performance for special education. Thus, our research aims to characterize the ongoing challenges faced by students in special education and proposes certain solutions for educational administrations to consider.
Previously, students in special education would be exposed to a “two-level” experience. The teacher would act as an “educational parent” for 6-7 hours at school (first level), and the parent would become a resource for the students at home based on the coursework (second level).[2] With the recent transition to remote learning, however, this arrangement is no longer feasible.
Institutions must adapt from these existing approaches to prevent students in special education from falling behind.[3]Socialization is also a challenge for students with special needs during remote learning. One of the five key structures of an inclusive educational environment for children in special services is a social-psychological and subjective group that incorporates the interaction of students, teachers, and parents4. Recent nationwide surveys demonstrate that nearly 40% of parents whose children should be receiving individual accommodations do not believe they are receiving necessary support5 to ensure the optimal educational environment.
From our research, we believe that effective strategies [2] for fulfilling the needs of children in special education involve proper training for parents; effective communication between staff, parents, and children; and ample emphasis on their socialization. Examples include instructing parents on behavioral and emotional vocabulary for effective communication with special services, requesting daily reports or informal assessments from parents to better understand the current difficulties with their children, and encouraging peer-to-peer interactions in remote learning environments.
As the 2021-2022 school year approaches, it is important for our schools to appropriately consider the challenges of remote learning and create solutions that do not marginalize those that need the most support.
References
[1] U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2010.
[2] NA “NASET.org Home Page.” NASET News Alert RSS, 21 May 2020, www.naset.org/index.php?id=5473.
[3] Dennehy, Michael. “Remote learning isn’t working for special education students: As the majority of students make the transition to remote learning, the children who arguably need the most help are being left behind.” New Hampshire Business Review, vol. 42, no. 9, 8 May 2020, p. 17. Gale General OneFile, https://link-gale-com.proxy.library.stonybrook.edu/apps/doc/A629352598/ITOF?u=sunysb&sid=ITOF&xid=a41efccd. Accessed 2 Aug. 2020.
[4] Transbaikal State University, Socialization of Students With Disabilities in an Inclusive Educational Environment, Chita, Russia, 2016.
[5] Foundation, ParentsTogether. “ParentsTogether Survey Reveals Remote Learning Is Failing Our Most Vulnerable Students.” ParentsTogether, 27 May 2020, parents-together.org/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students/.