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IEP teams should keep in mind that decisions about extended school year services are independent from any enrichment services the district offers to all students.
Here are several attendance-related intervention strategies, which are especially important during periods of remote and hybrid learning.
How districts can be proactive in accounting for students with disabilities in post-pandemic school safety and crisis response plans.
Parents who believe their concerns are heard and their children’s needs are understood are less likely to pursue compensatory education, attorney says.
Having individualized contingency plans in place can help garner trust among parents and ease transitions for students to remote learning.
Congress passed a new relief bill that includes about $3 billion in additional funding to the IDEA, including preschool grants for special education.
Districts must plan to administer statewide assessments this spring, despite obstacles posed by remote learning and other situations related to COVID-19 pandemic responses.
A parent’s request to keep their student in virtual learning should prompt the IEP team to review if the student has been meeting all his IEP goals and objectives.
udents with tic disorders are increasingly susceptible to suffer learning loss and other ill effects of the COVID-19 pandemic, specialist says
Speech pathologists returning in person may be concerned about the effects of wearing masks and other PPE when providing speech-language services.
As students return post-COVID, district leaders must ward off more subtle systemic inequities as they address issues of reliable internet access and other student supports.
The 17-5 committee vote moves the nomination forward for confirmation by the full Senate.
Districts should “make no assumptions” about students’ housing status and access to resources, which are subject to change especially as the pandemic persists.
At Senate confirmation hearing, education secretary nominee Miguel Cardona says school will need expand mental health supports and extended learning days post-COVID.
Interviews with the student and parents can determine whether a functional behavioral assessment is needed—and with remote learning so prevalent identifying needs in this way is more important than ever.