How do we get support through the IEP during distance learning?

From the Editor

One of the best descriptions for the Individualized Education Program (IEP) is that it is a “roadmap” to a student’s special education services.

We tend to think that the only time we need to address the IEP is once per school year, when IEPs are traditionally developed and distributed. But, just like a roadmap, you can consult and change the IEP at any time to reach your destination. When you receive your child’s or family member’s IEP, be ready to mark the document with questions and suggestions. Remember, you are an equal member of the Committee on Special Education (CSE) team, and you have the right and responsibility to study the IEP and contribute to it.

Distance learning has challenged teachers and families to be more creative in how to present and access the curriculum. The starting point for any change in student services is the IEP. This issue gives some pointers in how to use the IEP to support your child or family member.

For more in-depth coverage of this important topic, you won’t want to miss Part 2 of Starbridge’s online education conference on Supporting IEP Learning During COVID, featuring inclusion expert and international speaker, Shelley Moore! Register now for the second session, coming up on January 16, 2021 – Focus on Middle and High School Plans. This conference is designed for both families and professionals.

I hope you can take a break from the responsibilities of distance learning and spend some time enjoying the holidays with friends and family.

Best to you and yours,

Maria Schaertel

What are students experiencing during distance learning?

Parents are reporting to Starbridge educational advocates the following challenges their children are experiencing with distance learning:

Difficulty sitting for very long in front of a computer

Packet of work received with too little interaction with a teacher

Trouble signing into the computer and trouble finding their work

Regression (the loss of learned skills, usually after breaks in instruction)

Positive aspects of distance learning?

Some parents and family members are reporting they like remote learning because:

There is less stress on the child

They work in a quieter environment

They are seeing more progress

Tips from Starbridge advocates to help with distance learning

A movement break every 20 minutes

A visual timer to see how much time is left in the Zoom session

One-to-one videoconferences to allow students to ask questions or complete assignments with teacher support

Document your child or family member’s regression and present data to the teacher and CSE team. Good data can be quantified, or counted, and looked at objectively.

Make sure you have a strong point of contact at school to ask questions and get support if you need it. Collaboration is key.

Take time each week to reflect on a top strength and a top need you would like to address differently to make the following week better.

Please note: No matter what type of instruction is being used, (hybrid, in-person, full remote) your school district along with your school team remain responsible for ensuring that a free appropriate public education (FAPE) is provided to all children with disabilities.

What is the IEP?

The IEP is a legal document that is developed and reviewed annually by the CSE for your child’s special education instruction, supports, and services. It is unique for each student and outlines how progress will be made in school.

What is the difference between an Accommodation and a Modification on the IEP?

Modifications change what a child is taught or expected to do in school. Accommodations change how a child learns or accesses the curriculum.

Examples of IEP Accommodations during Distance Learning

How information is presented to students

Use audio recordings instead of reading text

Format pages with fewer items per page or line

Record the teacher reading the instructions

Use visual presentations of verbal material, such as word webs

How students complete assignments

Give responses in a preferred form (spoken or written) such as dictation to an adult or a peer

Use a calculator or a table of math facts

Use graphic organizers and sentence starters to help structure and generate writing ideas

Adapted from Understood.com

Shelley Moore's "What if IEPs could...?"

Shelley uses IEP feedback from parents and teachers to formulate a wish list based on their comments.

Align with the same curriculum as peers?

Be specific to the changing contexts of a student’s day?

Show authentic progress over time?

Shift to focus on strengths, not “should”?

Include cognitive goals – not just behavioral?

Include the role of student & family more into the process?

Be a planning document that would be helpful for ANY student?

Focus on more meaningful “life skills”?

From Shelley Moore’s British Columbia’s Competency Based IEP

Social distancing arts-based activity from Shelley Moore

Shelley shares a tip with students on how to handle the difficulty of social distancing.

“Social distancing is hard. On a day when you are having an extra hard time, create an art piece (drawing, painting, model) that shows what you are looking forward to when all this is over.”

To see how Shelley Moore outlines a complete IEP distance learning plan, please see Home Learning Continuous Individual Education Plan 2020

Paula Kluth's accommodations for inclusive virtual classrooms

Are you looking for a good resource on accommodations to share with teachers? Paula Kluth’s new book, All in: 18 ways to create inclusive virtual classrooms, states that “Schools must remain focused on the goal of inclusion, even when students are learning from home.” Here is a sampling of accommodations that Paula suggests for a variety of areas:

For Behavior, Paula suggests providing extra support for wellness each day. (e.g., paraprofessional leading students in meditation) or providing access to a virtual sensory room (e.g., www.virtualcalmcorner.com).

For Lessons, try using captions throughout the lesson or offering video clips outlining key points in each unit.

For Materials, using read-aloud websites/videos (e.g., www.storylineonline.net) or giving students notes/allowing students to share and post notes collaboratively might work for your students.

For Participation, try putting students in breakout rooms with at least one preferred classmate

Paula Kluth is an educational inclusion expert, author, advocate, and independent scholar.

Additional resources

Wrightslaw: All About IEPs

NYS ED - Provision of Services to Students with Disabilities During Statewide School Closures Due to Novel Coronavirus (COVID-19) Outbreak in New York State

6 Ways to Transition IEP Goals to Remote Learning

How to Handle IEPs During the Coronavirus Crisis? Some Expert Advice

Planning Your IEPs During COVID

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