Notes from the Field: Special Education during COVID-19
Since the fall of 2020, researchers from CRPE and the Center for Learner Equity have talked with more than 60 teachers, administrators, and parents of children with disabilities from 15 schools across the country about their experiences during the pandemic.
This fall, many students with disabilities are likely to return academically behind and emotionally vulnerable. Schools will need to develop strategies to address these acute needs. At the same time, the pandemic shined a bright light on long running systemic issues in how schools deliver on a free and appropriate education to students with disabilities. Recovery has to be about more than restoring lost learning time. It has to be about rebuilding the system to be more effective, robust, and resilient.
We are presenting what we’ve heard in interviews and sharing initial commentary to inform the field about different strategies, practices, and school models implemented during the COVID-19 crisis that may better support students with disabilities in the long-term, regardless of instructional mode.
Read all the posts in the series below:
- Addressing learning loss for students with disabilities: Could Universal Design for Learning be one answer? | Wed, 7/28/21 | Katy Bateman, Lanya McKittrick
- Technology to the rescue: How technology helped connect teachers and students with disabilities through remote learning | Tue, 5/11/2021 | Lanya McKittrick, Katy Bateman
- Virtual IEPs should stay | Wed, 4/28/21 | Lanya McKittrick, Katy Bateman