How Special Ed is Adapting to Online Learning

After Covid-19 struck the world, schools were forced to adapt to the new limitations inflicted upon them. While Needham High School initially created a remote learning environment in the spring of 2020, administrators knew that there could be a better solution in the following school year. Needham High School currently offers a variety of hybrid learning where students are given the opportunity to either remain fully remote (the red cohort), fully in person (the green cohort), and a mix of both (the blue and gold cohorts). Although the many forms of online/hybrid learning are difficult for anyone participating in them, students who possess learning disabilities are undoubtedly struggling. 

One of the most prominent issues in remote learning is the difficulty in maintaining the children's attention, especially in Zoom classes. Rebecca Branstetter, a prospective parent and child psychologist who lives in the Bay Area, noticed a child in her daughter's virtual class holding up a sign that read, “I can’t learn like this. I have special needs.’' Branstetter was appalled at the fact that the school administration surrendered to this type of defeat shown by their students with learning disabilities, and the little support that they offered. After reaching out to her online community of school psychologists with the question of, “Why is engagement the key to success during distance learning?” Branstetter later created  a list that offers ways for parents to keep their children not only involved in their online learning, but also ENGAGED. Her list named three critical ways that special education students can continue to participate in remote learning: 1. Put the relationship before academic rigor; 2. Get creative with accommodations and supports; 3. Team collaboration. The creation of this list was intended to show the parents essentially how they can be the teacher. Her article offers support for many parents struggling with helping their children with learning disabilities through online learning. 

Thankfully, here at Needham High School the administration has created a well thought-out plan to help  the special education community. Principal Sicotte states, “Supports and services will be provided that allow equally effective access and opportunity for remote learning designed to reinforce knowledge and skills as well as to ensure students are provided with the opportunity to work towards IEP goals.” Not only are teachers taught how to engage those with learning disabilities in their remote classrooms, but a list of accommodations and ways to remain engaged are listed on the Needham High School website. The suggestions are directed toward parents struggling with keeping their children focused, and they include: Email Check-In; Suggested Activities/Activity Packets (online and offline); Projects; Video Message/Post; Action Planning; Daily “To Do” lists; Phone Check-In. While many found these suggestions very helpful and effective, there are both students and parents struggling with how accessible help can be. 

After reaching out to several students who possess an IEP at NHS, a member of the 2023 class, who chose to remain anonymous, agreed to be interviewed. 

1. What are your thoughts on hybrid learning?

1a. “The new hybrid learning schedule is very different from what I had normally experienced in previous years, as well as when compared to our remote classroom system throughout last spring. I think that there are times that I am distracted when it comes to synchronous classes; however, teachers have made it a priority to keep the assignments and curriculum organized on Google Classroom.”

2. Do you think that teachers are offering enough support?

2a. “There are many different ways that my teachers are offering endless support. Email has been very helpful and the utilization of X-Block has been a part of my day-to-day weeks. However, although the support has been offered, there can never be enough help that comes along with the ruthless amount of work given, especially on remote weeks.”

3. Are the teachers accommodating to your learning disabilities? 

3a. “Yes! There are many different ways that they are able to help me. Throughout hectic weeks where I am experiencing a toppling work load in all six of my classes, various teachers give me extensions after having strong communication with my skills teachers.”

Thanks to our interview, we are now able to offer insight into both the struggles and benefits that a student with learning disabilities at Needham High School experiences. While this is only the point of view of one student, hopefully the administration will continue to have successful communication with teachers, parents and students on how they are struggling throughout these unprecedented times.