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Students with special needs may have a harder time transitioning back to school buildings compared to their peers. Here’s what BCBAs can do to support students and staff.
Setting up and maintaining a productive virtual social-skills group requires patience and flexibility.
An analysis of school district response plans to COVID reveals strong, replicable practices from reopening and recovery plans that other systems can model, even where schools have already opened.
Educators will need to get creative about providing 504 plan accommodations for students, such as extended time and preferential seating, in the remote learning environment.
Students claim that educational agencies across the country violated the IDEA, Section 504, and the ADA by failing to provide in-person services during the pandemic, which they say violates the RICO Act.
A food allergy expert offers 4 ways to keep students with allergies safe in schools where cafeteria seating is currently closed due to COVID.
While educators knew to expect a regression in ADHD students' academic skills, self-regulation and behaviors, there are actions that can help.
An attorney and an equality expert share 5 ways schools can ensure that reopening practices comply with Americans with Disabilities Act mandates.
Pandemics and Students With Disabilities shows districts how to develop schoolwide strategies to ensure that medically fragile and high-risk students continue to receive FAPE.
In implementing an SEL program, a special education representative should have a seat at the table to ensure students with disabilities are included, both in remote and in-person situations.
A parent request that educators come to their home to support their child with a disability should trigger conversation around several key points, including FAPE and logistical issues.