IEPs and Inclusion - What Does It Look Like During a Pandemic?
The current COVID-19 pandemic has upended the world - economically, socially, and educationally. Early on during the pandemic, schools and communities were in survival mode, scrambling to continue to provide services amid chaos. As we have settled more and more into this new normal, schools have had the time to create sustainable instruction, whether in-person with safety restrictions, via virtual learning platforms, or via a combination of delivery models. What has not changed is the requirement to provide services to students with exceptionalities. There has been no waiver granted regarding the federal mandate as delineated in the Individuals with Disabilities Education Improvement Act (formerly known as P.L. 94-142). See the Supplemental Fact sheet from the U.S. Department of Education, Office of Civil Rights, Office of Special Education and Rehabilitation Services for detailed information about the provision of IEP services during this pandemic.
So, for families of children with disabilities, what does this mean? What does your child’s education look like now? What can you do to ensure your child receives the services they require? First and foremost - teachers and staff are doing everything in their power to serve all their students! Please remember that when you approach your child’s teacher with concerns, suggestions, and demands, you should also approach them with praise and care. Let’s look at some of the variables that have changed due to the ongoing pandemic.
Inclusion has moved from a view of physical placement considerations (the “where” of instruction - often the regular education setting) to instructional content considerations (the “what” of instruction) as a focus. For students who are living in areas where all instruction is being delivered online, equitable access to all content must be provided. Not only access to the sites where instruction is being delivered (zoom links, google classroom links, etc.) but also to the materials required by the student. For example, does your child require materials in braille, or with picture support, or with a simplified page layout for worksheets? Does your child require a sign language interpreter or an intervenor to access the material? That still has to be provided. How it is provided may change, however. Some teachers are preparing materials and doing porch-drops, others are creating packets for their classes and parents pick them up at designated sites and times. The interpreter or intervenor can be online during periods of virtual instruction to support, just as they would in a classroom setting. It will take some time to adjust, but the services can and should be happening.
For children who require the support of an occupational therapist, speech therapist, physical therapist, vision specialist, orientation and mobility instructor - that can be more challenging. Televisits are occurring across the country, with specific guidelines for each type of service available to providers as they work to navigate this new type of service delivery model. It can be quite challenging, for example, for a vision teacher who needs to instruct a child in brailling to be able to see the child, the keyboard, the child’s eyes as they type, the child’s finished product - all in an attempt to determine what assistance/instruction the child needs to be successful. Is their hand placement off, are they using only peripheral vision and not residual central vision, are they striking the keys too softly, etc.? A physical therapist has to determine how a child is reacting to positioning to access materials without being able to feel the child’s tone, determine balance and fatigue issues, etc. In spite of the challenges, the professionals are striving to deliver the very best support and instruction possible within the limitations imposed by technology and the need to protect the health and safety of all.
For children attending school in person whose inclusion was focused more on attending special classes (music, art, PE, etc.) with their typical peers, for example - that option may be restricted due to the creation of “bubbles” - keeping classes separated to decrease interaction with large numbers of people. Since this is a health and safety concern - the inclusion would need to shift to the content rather than the physical setting. Your child should be provided the opportunity to attend those classes virtually to receive the same instruction as their peers. This should occur on a regular basis, not just as a special activity when the classroom teacher remembers or can fit it in.
If the services aren’t being delivered as required based on your child’s IEP, the first step is to contact your child’s teacher or IEP case manager. Voice your concerns and ask about plans to deliver those services that are required. The plan should not include re-writing the child’s IEP based on what the school can currently provide! That is not and should never be an option. The IEP is written to reflect the child’s strengths and needs, not what the school can do. Remember, you are a part of the child’s team - the most important part. Ask for help, offer suggestions, recognize the efforts on behalf of your child, and help to create an environment of success for your child. Pursue services, and if all else fails, begin the process to seek compensatory services for any supports that have not been delivered as required. See the supplemental fact sheet mentioned earlier for more information about service delivery during this time.