Whole Child Can Anything Good Emerge in a Pandemic? Using Whole Child Tenets to Consider Better Accessibility Dr. Andrea P. Dinaro
Dr. Suzanne Stolz
Dr. Yurimi Grigsby
Educators, school systems, families, and learners had to abruptly slam on the brakes in March 2020 as schools were forced to close in an effort to stop the spread of Covid-19. The effects of the pandemic were tremendous and traumatic as individuals and families experienced change, loss, and uncertainty. Amid the chaos though, we look for some silver lining, some hope that we will emerge on the other side with something we can feel good about. The overwhelming challenge catapulted many educators into the realization that things we thought we could not achieve in the past are actually possible. Practices that were previously deemed outside the scope of what could be offered, are now implemented. Accessibility is on everyone’s mind, no longer merely an afterthought or something an advocate must remind us to consider. Through the centering of accessibility, educators are finding more ways of teaching, learning, and supporting. Flexible approaches are now acknowledged and evolving. Artifacts of the status quo are now eligible to be reimagined.
SPRING 2021 | VOLUME 67 | NUMBER 1 | PAGE 12
