With the kids back to school, now is the time to make big changes – news center

Tanya Maloney, Assistant Professor of Teaching and Learning
Educators should face the physical and mental toll this year has taken on children and educators by demanding the guidance counselors, nurses and social workers our schools needed before the pandemic. I hope educators will give themselves permission to re-evaluate what children are learning and to create school programs to develop their racial and social awareness. We have learned too much in the past year about persistent systemic oppression to simply resume our business as usual. Let us take advantage of this moment to demand more.

Lesley Sylvan, Assistant Professor in Communication Sciences and Disorders and Special Education Policy Expert
It will be important that schools avoid “one-size-fits-all” solutions and consider using the expertise of all school professionals to support students, especially speech-language pathologists (speech therapists) in school settings.

Given that it is widely accepted that the most vulnerable student populations – English language learners, students from historically disadvantaged racial and cultural backgrounds, and students with limited financial resources – have been hit hardest by the pandemic, it is essential that schools provide them with the support they need without disproportionately or inappropriately labeling these students as disabled.

Jessica Bacon, Assistant Professor of Teaching and Learning and Inclusive Learning Expert
I believe COVID can provide an opportunity for schools to refocus on their commitments to equity work that incorporates the pursuit of inclusion through anti-able and anti-racist practices and policies. For example, teachers may find that many students (especially marginalized students) are seen as struggling learners when they return to school, mainly because they may not have had access to equitable learning opportunities or resources over the past year. As students return to school, educators have the opportunity to begin to think of these students through a force-based lens – and rather than looking at students who do not meet the expectations of the teacher. grade level through a deficit lens that sees the student as late or even perhaps ‘disabled’ – educators may instead seek to find supports and resources that can help the child develop on his or her own rhythm within a supportive and inclusive community of learners.

Tara Conley, Assistant Professor of Transmedia Storytelling and Youth Studies Expert
On the one hand, I think we are still starting to understand the long term impact of virtual learning on students. On the other hand, there are indications, at least anecdotal, that the virtual school has had a significant impact (both positive and negative) on student learning, socialization and overall well-being. In my teaching experience during the pandemic, it’s a bit of a mixed bag. Some of my students have thrived in an online learning environment, while others have really struggled. I also take into account the external factors that have an impact on student learning. For example, I teach at a public university where I work with students who are the primary caretakers of family members. They may also have full time jobs. Some have also experienced virtual learning while recovering from COVID or even lost family members to the virus. Some students also face socio-economic challenges which certainly impact their overall college experience. Don’t look at the question of virtual learning and the success gap in a vacuum. There are so many factors that are and will continue to contribute to these changes in learning and success.