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Best Practices
If schools are developing plans for online learning for students, they also need to plan for how to provide education and related services for students with disabilities. Failure to do so would not be with keeping FAPE.
For temporary emergency closures, continuity of instruction such as instructional phone calls, homework packets, internet-based lessons, and other available distance-based learning approaches may not be considered a change in placement.
If schools close for an extended period of time, then school officials and the IEP team should determine whether the student is available for instruction and could be provided FAPE through instructional telephone calls, non-digital learning opportunities (materials sent home to students) internet-based lessons, and other distance-based learning approaches.
In the case of an extended absence, conversations related to compensatory education opportunities could be considered.
Considerations
The IEP Team should consider whether alternate methods of instruction are appropriate for the student’s educational programming.
The IEP Team may meet by teleconference or other means to determine if some, or all, of the identified services, can be provided through alternate or additional methods.
Schools that move to remote instruction may need to provide appropriate technology and access to students in consideration of UDL.
Schools may need to ensure that students have required assistive technology needs and provide services (including WiFi access) at home where appropriate
Step 1: Review State and Federal Requirements for Moving to Online Instruction
Step 1: Review State and Federal Requirements for Moving to Online Instruction
United States Department of Education Guidance
As pulled from the United State Department of Education Website,
“If an LEA closes its schools to slow or stop the spread of COVID-19, and does not provide any educational services to the general student population, then an LEA would not be required to provide services to students with disabilities during that same period of time. Once school resumes, the LEA must make every effort to provide special education and related services to the child in accordance with the child’s individualized education program (IEP) or, for students entitled to FAPE under Section 504, consistent with a plan developed to meet the requirements of Section 504. The Department understands there may be exceptional circumstances that could affect how a particular service is provided. In addition, an IEP Team and, as appropriate to an individual student with a disability, the personnel responsible for ensuring FAPE to a student for the purposes of Section 504, would be required to make an individualized determination as to whether compensatory services are needed under applicable standards and requirements.”
For more information, reference the following website:
Pennsylvania Department of Education Guidance
“7. Is a school required to continue to provide FAPE to students with disabilities during a school closure caused by COVID-19 response efforts?
When a school is closed because of COVID-19 response efforts and does not provide any educational services to the general student population, the school is not required to provide services to students with disabilities during that closure period. Once school resumes, the district/school must provide special education and related services to the child in accordance with the child’s individualized education program (IEP) or Section 504 plan.
When a school is closed because of COVID-19 response efforts and does provide educational services to the general student population, the school must ensure that students with disabilities have equal access to the same opportunities, including the provision of FAPE. In addition, districts/schools must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student’s IEP or Section 504 plan. Once school resumes, a child’s IEP team (or appropriate personnel under Section 504) must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost during the closure within a reasonable timeframe.”
Step 2: Review PDE Guidelines and Further Definitions
Step 2: Review PDE Guidelines and Further Definitions
Specially-Designed Instruction: Involves adapting the content, methodology, or delivery of instruction. “Specially-designed instruction refers to special methods, equipment, materials, and adaptations that are needed for students to be successful in school and achieve their IEP goals. This may include accommodations and/or modifications to the general education curriculum.” (Pennsylvania Department of Education, 2018, p. 1).
Reference: Pennsylvania Department of Education. (2018). Special Education Overview.
FAPE: IDEA mandates that all eligible students have a right to a free and appropriate public education even in times of crisis
Continuity of Instruction: mandatory education for all students in the event of an extended school closure possibly provided in a non-traditional manner
Optional Learning or Enrichment Opportunities: non-mandatory education but supplemental instruction via online or paper-pencil activities
Virtual/Online Education: Instruction via the internet
Independent study: an educational activity undertaken by an individual with little to no supervision; students could work from packets of hard copy resources and related materials
Blended Learning or Hybrid Education: instruction which includes a combination of online education and some other format
Compensatory Education: an equitable form of reimbursement when a school district does not provide a FAPE; this can happen when circumstances will not allow for service provision in the ordinary course of instruction; can take the form of reimbursement for out-of-pocket educational expenses, additional prospective services or supports, and even a more supportive educational setting (such as residential or day school placement) than what the student would have been entitled to if the district had not failed to provide a FAPE; the concept behind compensatory education is to place the student in a position that he or she would have been if there had been no violations under the Individuals with Disabilities Education Improvement Act (“IDEA”)
Step 3: Review Concepts of UDL (Universal Design for Learning)
Step 3: Review Concepts of UDL (Universal Design for Learning)
Applying the concepts of the Universal Design for Learning Guidelines is a great way to support your learners. UDL has three principles:
Multiple Means of Engagement
Multiple Means of Representation
Multiple Means of Action & Expression
Offering students these options in engagement, representation, and in action & expression allows for digital differentiation.
This video offers a quick overview of the Universal Design for Learning Guidelines. While these guidelines provide support and guidance which can be useful with special education students, they apply to all students in the classroom.
Once you are familiar with these guidelines, try using the UDL Scan Tool.
CAST also offers a specific list of free UDL Learning Tools for creating digital learning experiences
Step 4: Use the UDL Concepts to Plan Out Instruction
Step 4: Use the UDL Concepts to Plan Out Instruction
Use the OREO Template to plan out individual lessons. This template has UDL practices built in.
Review these websites for additional assistance in planning out instruction:
Step 5: Review Additional Topics in Special Education
Step 5: Review Additional Topics in Special Education
Additional Resources for Digital Differentiation
Additional Resources for Digital Differentiation
"Interactive Learning Menus with G Suite" by Kasey Bell has resources for creating choice menus for students.
"Differentiating Instruction in an Online Classroom" by Julie Sam offers an overview of ways to allow for differentiation online.
Supporting students with disabilities in k-12 online and blended learning by Deschaine, M. (2018)
Auditory Sciences - Free captioning, note-taking, & translation (Free During COVID-19)
Boardmaker - Free, Ready-To Go activities with standardized picture symbols used for communication with students who are strong visual learners including those with autism spectrum disorders, Down Syndrome, speech and language disorders, and behavioral disorders.
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