We are all painfully aware of the health crisis currently facing our country and the world. Many things we considered typical in the beginning of 2020 have undergone huge changes in response to fighting COVID-19.
One of the most drastic changes is how schools have responded by closing to stop the spread of the virus. To safeguard the health of our children and school staff, online learning has become the new normal for the instruction of all learners. The extensive closing of schools and universities has forced an online mandate for instructional delivery. This approach has not been utilized to such an extreme extent, until now. At best, teachers, professors, related support providers and the like have developed scheduled direct instruction lessons with students through participation in online learning sessions between the teacher and student(s). At worst, schools are struggling and may have only provided passive learning activities for students that parents, older siblings, private tutors, etc. use to deliver instruction directly (face to face) to students. Even in the best of circumstances, parents and others have had to assume instructional roles out of necessity.
For more typical learners, this new learning arrangement may be challenging. For students with disabilities who have IEPs that require direct instructional strategies, specially trained teachers, related services support staff (speech therapists, occupational therapists, paraprofessionals, etc.), or individualized instruction, the change has been fraught with huge challenges. HUGE.
While this arrangement would not be the choice for most (if not any) students with disabilities, it is in fact, today’s reality and likely to continue at least until the end of this current school year.
Parents have become essential partners with schools in order to implement and reinforce online instructional approaches now used by school systems nationwide. Like many teachers, parents and others at home have been thrust into an unfamiliar role that requires a significant number of daily hours assisting children with online instruction. The key difference is that some teachers may have received training or guidance for this new instructional role, but parents have likely received little to none.
Understandably, the nature of online instruction varies greatly between systems and states. This great variability impacts the amount and type of support parents can or are expected to provide.
Parents can feel frustrated and concerned about their child’s online education, especially as it relates to the child’s IEP.
How are other students, parents and others at home coping with this new reality of modern schooling in the wake of the health crisis? How are students’ IEPs being delivered? How are special education teachers able to provide specially designed instruction? How are supports like speech therapy, occupational therapy, and physical therapy fitting into online learning? What happens to the paraprofessional who regularly supports a student in one or more classes? How is access to the general curriculum achieved?
Join us each Tuesday, beginning on April 28, 2020, from 7:30 to 8:30 pm EST for Virtual Coffee and Collaborationwith Sharon and Angie. Simply register for this free Zoom series of informal “coffee” chats mixed with follow-up ideas from Sharon, Angie and possible guest hosts as well. We look forward to seeing you Tuesday night!
Registration link for Virtual Coffee and Collaboration with Sharon and Angie
As a teacher, are you responsible for conducting the FBA, Functional Behavioral Assessment, in your grade level or school? As a parent, have you been asked to provide your consent for an FBA? An FBA [...]