Student Age/Ability

Considerations Based on Age/Ability of Student

• Students who are independent and integrated into general education environments:

  • Consider the specially designed instruction needed to complete assigned work.

  • Consider engaging the special education instructor in identifying and offering the assigned work in a manner that the student will be able to access in an alternate environment.

  • Consider offering help desk support for instruction.

  • Consider any related services that might need to be provided.

• Students who are included may need more guidance or support from adults:

  • Consider offering instructional sessions or videos for adults in support of students.

  • Consider offering help desk support for instruction.

  • Consider how progress monitoring will be collected and considered during this time.

  • Consider the willingness/ability of parents/adults in the home to agree to serve as caregiver and supplemental instructional support providers. Teachers are responsible for the planning and delivering of instruction.

• Students who need more individualized assistance:

  • Consider providing a menu of activities for the caregiver to assist the student. Examples:

    • Alternate Activities 3

    • Alternate Activities 1

    • Alternate Activities 2

    • Cold Probe Sheet-Manding

    • Cold Probe Sheet 2

  • Consider offering caregivers video instruction on how to present activities.

  • Consider offering a diagram of instructions with pictures.

  • Consider offering synchronous assistance from a therapist/educator or paraeducator to work with a caregiver to offer instruction.

  • Consider how progress monitoring will be collected and considered during this time.

• Students who need modified curriculum:

  • Consider types of modifications needed.

  • Consider help desk support for instruction

  • Consider how progress monitoring will be collected and considered during this time.

• Students who are served through direct instruction conducted in the home:

  • Consider offering synchronous assistance from a therapist/educator or paraeducator to work with a caregiver to offer instruction.

• Students Who are D/HH

  • Does the student have an interpreter?

  • Can closed/option caption options be provided for virtual offerings?

  • Do they have AT/need access to at home?

• Students Who are Blind or Visually Impaired

  • Does the student have access to screen readers, refreshable braille display, CCTV, etc.?

  • Does the student have access to a brailler to write if needed?

  • Can descriptive audio options be provided for videos/video clips?

• Students Who are Non Speaking

  • Does the student have AT/need access to AT at home? (AAC)

  • What other supports are provided in the classroom? How can they be provided in the new environment?

  • Communication support resources for students with limited verbal language:

    • Chat Editor for Vocabulary Access/Support: https://touchchatapp.com/apps/touchchat-windows-editor

    • PASS (PRC) Free Software for Vocabulary Access/ Support https://www.prentrom.com/prc_advantage/free-software-download-pass

    • AAC Resources Google Doc

• Consider appropriateness of certain instructional methodologies being implemented by care providers at home or via alternate delivery systems (e.g., ABA - intensive teaching, manding, natural environment teaching, etc.).

• Consider needs specific to medically fragile children and the ability of families to deliver support to students who need direct instruction on IEP goals.

• Consider devices, adaptive equipment, augmentative communication systems, and other necessary items related to specially designed instruction.

• Consider activities for the skills of focus in the IEP that can be done in the home using common items found in a household.

• Consider how progress monitoring will be collected and considered during this time.