Education Commons^™

Cripping And Deafening Covid-19- Re-Framing A Pandemic In Higher Education, Wendy S. Harbour

International Journal on Responsibility

This article looks at ways institutions of higher education (IHEs) can use the models of disability, disability studies, and Deaf studies to “crip” and “Deafen” their response to COVID-19. A review of previous epidemics and pandemics, including yellow fever, the 1918 influenza epidemic, polio, and HIV/AIDS disease, disability, and Deafness. Health services, counseling centers, and disability resource centers expanded over time, and IHEs still rely heavily on them for health, disability, and Deaf concerns. By cripping and Deafening COVID-19 responses, higher education can use a more holistic view of the pandemic, making illness, mental health, disability and Deafness the responsibility …

The Translation Of Inclusion/Acceptance, Accessibility, And Empathy With Online Community Engagement, Jessie C. Feng

VA Engage Journal

Service-learning at Virginia Commonwealth University traditionally involves students performing community service to address community needs, coupled with guided reflection for holistic growth. In the spring of 2020 in-person courses were suspended due to the Covid-19 pandemic, necessitating a transition to online classes. This study aimed to determine if online service-learning provided the same benefits as in-person experiences, focusing on students' perceptions of inclusion/acceptance, empathy, and accessibility. Online surveys were administered to students enrolled in service-learning courses during the semester. Results showed reduced levels of support compared to Fall 2019, but increased social activism and awareness. The study noted that remote …

Learning Modalities And Mental Health During The Covid-19 Pandemic: A Literature Review, Abubakarr Jalloh, Annie D. Morgan

Virginia Journal of Public Health

Purpose: The study’s purpose was to explore how students were learning during the COVID-19 pandemic and the potential mental health outcome(s) that different classroom learning modalities may have on kindergarten-12^th grade school (i.e., K-12) students given that some of them were learning remotely or in-person, while others were doing some form of hybrid.

Methods: This study performed an extensive review of the literature, including health and educational sources from two government agencies, and three school districts in southwest Virginia. The target population for the literature review was K-12 students in the United States, with a focus on the Commonwealth …