Distance Learning & Special Education Services

Per federal guidance, school districts are required to provide special education and related services identified in each student's IEP during any period of time when educational opportunities are provided to the general student population. With this in mind, IEPs must be implemented and we still must provide a FAPE to student's with disabilities, regardless of which learning model (in-person learning for all students, hybrid, or distance learning) is in place. This includes distance learning when the student receives instruction while they are in their home and their teacher is in another location (i.e., the school building or their home).

Per guidance from the Minnesota Department of Education (MDE) and other sources, during any period of distance learning, all students, including students with disabilities, must be provided:

daily interactive instruction by their licensed teacher(s).

Service plans for students should be based off both the district-level Safe Learning Plan (foundation for all students) and the student's individual needs, as reflected in their evaluation report and IEP.

Distance learning days are instructional days and must be treated as such. The schedule for each student with a disability must be built to daily instruction in both their general education classes and special education services (as per their IEP). If a student's annual IEP doesn't indicate a need for daily service in a particular area (i.e., speech/language services), then they would not receive daily instruction in that area during a distance learning model. However, if a student is in need of daily services per their IEP (i.e, functional skills, academics, behavior skills, etc.), then the team would need to consider how to provide daily instruction in those areas during distance learning.

Interactive instruction can be provided both synchronously or asynchronously. Interaction can include teacher --> student --> teacher interaction or teacher --> parent --> teacher interaction.

1. Synchronous: Synchronous learning refers to all types of learning in which learner(s) and instructor(s) are in the same place, at the same time, in order for learning to take place. Examples of synchronous learning include the following:

   1. Webinar

   2. Virtual classroom

   3. Phone call

   4. Live, real-time chat

2. Asynchronous: learning can occur in different times and spaces particular to each learner; instructors set up a learning path, which students engage with at their own pace. Examples of asynchronous learning include the following:

   1. Schoology

   2. Google Classroom

   3. Message boards

   4. Pre-recorded video lessons

Please note: MDE is encouraging districts to "develop and require as many synchronous opportunities as possible, with opportunities for student-to-student interaction for students of all ages and in multiple settings." Synchronous opportunities are key for creating connection, fostering engagement, and establishing and maintaining relationships. Federal guidance encourages a move toward synchronous learning when possible, especially for elementary-aged students.

Interaction is Key

Regardless of the instructional methods used (synchronous or asynchronous), the instruction has to be interactive on a daily basis; it is not sufficient to send home work at the beginning of the week and collect it at the end of the week. Students need to respond in some way, shape or form, and teachers need to provide feedback in some way, shape or form.

Review of Work + Feedback = Evidence of Direct Instruction

For example, in a synchronous learning opportunity, a teacher can ask for responses via Pear Deck, verbally, using a switch or visual cue, or in a chat and then provide feedback as the students submit responses. In an asynchronous opportunity, students could submit an assignment, complete a google form, or post to a message board and then the teacher could give feedback via email, comment, or another method. For students with more significant disabilities, responses could be submitted by the paraprofessional, parent or another caregiver in the home.

Accessibility Matters

In every instructional opportunity provided, the IEP team needs to ensure that students with disabilities can access the instruction. Barriers created by sensory needs (i.e., hearing and vision), learning needs (i.e, reading disability or listening comprehension disability), behavior needs (i.e., needs related to motivation, persistence, following directions, etc.), functional or cognitive needs (i.e., executive functioning deficits, cognitive disability), communication needs (i.e., expressive language impairment) or any other need related to the student's disability need to be mitigated through accommodations, modifications and supports.

For example, a student who has a reading disability may need to be taught to use text to speech software to ensure that they are able to comprehend the written instructions for a particular activity or the reading lesson associated with an online text.

Another example would be a student who struggles to engage with asynchronous learning due to refusal or difficulty with organizing their time and materials. This student may require support from a paraprofessional to make a plan for the day and facilitate their initial access to the learning activities.

A student’s IEP team should consider the need for parent training as a related service to ensure a student has meaningful access and engagement in distance learning.

Instruction must be provided by a licensed teacher. The teacher is responsible for planning and delivering (either synchronously or asynchronously) the daily instruction to the student for each necessary service.

Paraprofessionals

Paraprofessionals provide invaluable support to students who need it in schools, but paraprofessionals cannot provide the direct instruction. Paraprofessionals can do the following:

• Reteach

• Support

• Practice

• Reinforce

• Monitor