Over the last year, the COVID-19 pandemic has led to widespread virtual and hybrid learning and required educators to change how they instruct and support students with disabilities. NCLD and Understood conducted research through surveys and focus groups with educators across the country to understand their experience during the pandemic. We identified trends in how they are instructing and supporting students with learning and attention issues and opportunities for continued growth and change in our schools.
Here, you can learn more about our research findings and what educators shared with us. You can also explore new resources to help educators use evidence-based strategies to meet the growing needs of students with learning and attention issues during COVID-19 and as schools prepare for a full return to in-person learning. This work builds upon our previous Forward Together project and our Distance Learning Toolkit :
Forward Together: Helping Educators Unlock the Power of Students who Learn Differently
NCLD and Understood sought to better understand how to help educators unlock the potential of the 1 in 5 individuals with learning and attention issues. Through an extensive literature review of empirical studies and surveys from educators, we found evidence of 3 specific critical mindsets and 8 key practices that can improve outcomes for students with learning and attention issues — and all students.
Distance learning toolkit: Key practices to support students with learning differences during COVID-19
The COVID-19 pandemic has led to widespread virtual and hybrid learning. As a result, educators, families, and students have been struggling to adapt to distance learning, particularly for students with learning and attention issues. The Distance Learning Toolkit was created to share how educators can apply these evidence-based mindsets and practices in virtual and hybrid settings during the pandemic.
Supporting Students with Learning and Attention Issues During COVID-19 -Insights from General Educators
In January 2021, the National Center for Learning Disabilities (NCLD) commissioned the CERES Institute for Children & Youth at Boston University Wheelock College of Education & Human Development to examine general educators’ experiences during the COVID-19 pandemic, with a specific focus on their experiences teaching students with learning and attention issues.
Who we are
NCLD works to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues — by empowering parents and young adults, transforming schools, and advocating for equal rights and opportunities. We’re working to create a society in which every individual possesses the academic, social, and emotional skills needed to succeed in school, at work, and in life.
Understood is dedicated to growing and shaping a world where everyone who learns and thinks differently feels supported at home, at school, and at work; a world where people with all types of disabilities have the opportunity to enjoy meaningful careers; a world where more communities embrace differences. Because differences make the world worth exploring. Differences define who we are. Differences are our greatest strength.
This publication is funded in part by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Bill & Melinda Gates Foundation.