Establishing a context for the examination of learning loss by special populations

Abstract

School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the “COVID slide.” Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.

Keywords:

• Learning loss
• students with disabilities
• COVID-19
• virtual learning

Disclosure statement

We have no known conflict of interest to disclose.

Notes on contributors

Annemarie L. Horn, Ph.D. is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University. Dr. Horn’s research interests include technology-enabled professional learning and development for pre- and in-service special education teachers and paraeducators, implementing evidence-based practices, and rural special education.

Selena J. Layden, Ph.D., BCBA-D, LBA is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University. Dr. Layden also serves as the Executive Director for the Virginia Public Schools Behavior Analyst Network. Her research interests focus on autism spectrum disorder, providing effective professional development for school personnel, school-based behavior analysts, and improving the implementation of evidence-based practices in schools.

Tim Morse is an Assistant Professor at the University of West Florida where he teaches both undergraduate and graduate special education courses. His research focuses on explicit, systematic instruction for students with disabilities.

Amany Habib has been teaching diversity courses at UWF since 2001. Her educational background is in TESOL and her research focuses on teacher education, refugees, crosscultural communication, and teaching diverse learners. She teaches courses for pre-service and in-service teachers.