October 1, 2020
Students with disabilities may face unique learning challenges during school closures or conversion to virtual programming. A recent webinar from the U.S. Department of Education’s Office of Special Education Programs (OSEP) shines a bright light on Resources and Practices to Support Back to School and Continuity of Learning for Children With Disabilities. While these resources are directed at school-day educators, 21st CCLC programs might find them useful — especially those on supporting families of students with disabilities. No time to watch the archived webinar? Y4Y has you covered! Here are some highlights:
Consider sharing with families the CEEDAR Center’s Virtual Toolkit and Family Guide to At-Home Learning, available in English and Spanish. The center recommends six strategies for helping students of all ages who struggle with at-home learning: model, provide clear directions, provide support, help the student stay on task, give specific feedback and use goal setting. The family guide has helpful tools and examples for each strategy.
The High-Leverage Practices in Special Education website shares best practices for addressing student behaviors in face-to-face, online and hybrid environments. High-leverage practices are those that are foundational to effective teaching and can be used regularly with students of all ages and abilities. These practices are intended to complement, not replace, data-driven interventions. The site includes unedited clips of teachers implementing “R.U. Asking” (a problem-solving strategy) and including checks for understanding and opportunities to respond throughout instructional time to keep students engaged.
In the OSEP webinar, University of Northern Colorado professor Todd Sundeen addresses concerns affecting educators with limited access to educational technology in rural communities, which represent one in nine U.S. students. He tells about families taking extreme measures like sitting in their cars in school parking lots to access the building’s broadband internet for their children. He advocates collaborating with parents to ensure they’re included in all conversations, following up with students who aren’t participating virtually, providing parents with learning opportunities on how to best support their children’s learning, and making sure that funding structures provide full access to technology and adequate internet access.
The National Center on Improving Literacy offers evidence-based strategies for serving students with literacy-related disabilities, who are more likely than their peers without disabilities to regress during distance learning. The center advocates explicit and systematic instruction focused on the five “big ideas” of reading: phonological awareness, phonics, fluency, vocabulary and comprehension. Recommendations include providing students with disabilities with additional intervention time, using small-group or one-to-one intervention three to five times a week, and following academic intervention charts from the National Center on Intensive Intervention (NCII). You can access implementation toolkits, ask-an-expert and other resources through the center’s website. Be sure to check out Kid Zone, a source of online literacy games and activities for students who need intensive literacy intervention.
Karen Erickson of the University of North Carolina at Chapel Hill addresses remotely serving students who are medically vulnerable and/or have complex disabilities. Some of these students may be physically unable to interact with technology or have other barriers to engaging for necessary lengths of time. As a result, family engagement and support among each other has become essential in the virtual environment. Teaching assistants grew into new supportive roles, such as preparing students for their day with short recorded videos. Ms. Erickson says strategies at Project Core have been invaluable to families helping their children navigate new formats for learning. She also points to Tarheel Reader and Shared Reader as helpful resources for reading. Above all, she says, focus on routine. Be flexible and responsive, and share resources generously with families.
A new guide is available from the Center on Positive Behavioral Intervention and Supports (PBIS). Returning to School During and After Crisis describes how a multi-tiered systems of support framework can support students, families and educators during transitions back to school. The center urges educators to focus on the basics — the smallest number of things you can do well to support student learning. Your connecting, screening, supporting, teaching and monitoring should work to creative a positive, predictable and safe learning environment that fosters students’ social, emotional, behavioral and academic growth. The segment of the webinar that discusses this guide features New Jersey’s PBIS implementation efforts.
The National Center on Intensive Intervention (NCII) presents a process of intensive intervention that’s based on experimental teaching. It integrates data-based decision making across academics and social behaviors. NCII focuses on explicit instruction (I do, we do, you do) sequencing, progress monitoring and collaboration. Visit the center’s website for videos and webinars from educators implementing these practices remotely.
Lynn Fuchs of Vanderbilt University reinforces the importance of explicit instruction for students with disabilities, offering an eight-step method for online teaching strategies. Packaged explicit instruction interventions are available at the Vanderbilt University website. Similar resources are also available at the NCII website to address the performance gaps that students with disabilities are likely to experience in a virtual environment.
The state of Michigan, in recognition of the avalanche of information and resources directed at educators attempting to navigate during the pandemic, offers a simple guiding philosophy: Focus on routines. Teaching and using routines, both social and academic, has been shown to foster a positive climate and increase student success. These routines become even more powerful in a climate of uncertainty such as now, as they provide a safe, predictable and supportive environment where students know what it takes to be successful and can develop the skills to be so. Michigan makes sure the resources shared with special educators reflect this spirit of simplicity. The resources for teams may have the greatest relevance to 21st CCLC programs.
Lise Fox of the National Center for Pyramid Model Innovations offers insight into resources for early education professionals and families. You might want to share these resources with families who have preschool-age children. The center emphasizes social and emotional wellness for students, families and staff.
The OSEP webinar concludes with a panel discussion featuring three professionals who offer their experience and advice on implementing successful re-opening strategies for students with disabilities. The panelists reinforce the value of communicating with families. Nobody should have to stumble around in the dark, trying to find their way through such uncertain times, least of all students with disabilities. Feel free to forward this post to others who might find this information useful!