In March 2020, school buildings closed with little notice and students were forced out of the physical classroom because of the COVID-19 pandemic. Too many students with disabilities were left without the services and supports they needed—and that were included in their Individualized Education Programs (IEP). Special educators and related service providers struggled to quickly provide services and supports virtually. Some schools had systems already in place and were able to pivot more quickly than others, but for the most part special education seemed to be a planning afterthought. Fast forward to fall 2020, and not much had changed from last spring for students with disabilities. During the summer, districts made little mention of special education in their reopening plans and even when they did, there were few details—not enough for families to plan around. Planning was necessary for families because their involvement would be vital to the successful delivery of virtual special education services and supports, especially for younger children and students who are not able to manage their school day independently.
Families, which all had unique needs, experienced the pandemic in many different ways. Some families were able to pivot and keep up with the increased level of involvement. But many families did not have the flexibility to be home to help with remote learning. They were forced to support remote learning while caring for other family members, trying to make ends meet, working from home without childcare, and more. Parents of children with disabilities were being asked to take on roles they never had in the past: monitoring IEP progress, helping to provide accommodations, and finding engaging and accessible curriculum and activities. What used to be a student-teacher relationship became a teacher-family-student triangle (CRPE, 2020).
More than halfway through the 2020–21 school year, many students have not seen the inside of a school building for over a year. Some districts and schools have been prioritizing students with disabilities for in-person instruction, but not all families are comfortable sending their children back to school until the virus is controlled.
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