IDEA and COVID

Accessible Technology

Schools and districts should prioritize platforms, content, and curriculum that embed universal-design for learning (UDL) features. UDL is a framework to embed multiple means of engagement, recognition, and instruction into curriculum broadly, and technology provides an opportunity where this can be accomplished more universally. For instance, ensuring online content and platforms embed features, including screen-readers, to help support students with disabilities such as dyslexia and visual impairments. Having this feature in advance reduces the need for educators to adapt content later.

During the selection process, school leaders should test platforms and curriculum for accessibility and UDL before making decisions. For instance, assistive technology specialists can help identify possible barriers. School leaders identifying which content and curriculum to use can utilize the National Center on Accessible Educational materials’ POUR principles when evaluating new materials: Perceivable, Operable, Understandable, and Robust. Organizations including the American Federation of Teachers, Edutopia, and the National Center on Systemic Improvement have compiled lists of accessible digital learning platforms, apps, and other resources for accessible digital learning that are available for educators. If platforms, content, and curriculum are not sufficiently accessible, school leaders should not select those tools.

Provisional IEPs with Comparable Services

States and districts could consider proactively creating guidelines for virtual IEP meetings and the possible implementation of provisional IEPs. Using the model of transfer students applied in other emergency situations, the U.S. Department of Education could issue guidance permitting states to interpret students as transfer students as they transition to distance learning. Educators along with parents could consider identifying services comparable to those in a student’s existing IEP to be offered in the virtual/telecommunication format to ensure the student can access and make progress in any distance learning program. Provisional IEPs allow for short-term implementation of required services within the new distance learning context. Educators and parents should also consider if any additional supplementary aids and services, parental communication, and assistive technology will better support the student during school closures. Any such provisional IEPs should stay in place only until schools reopen, at which time the original IEP should be reinstated and compensatory services should still be considered.

Extended-Year Services

Even with the best intentions of teachers and school leaders across the country, this temporary adjustment to distance learning will likely result in lapses in services for students with disabilities. Districts and states need to be ready to remedy this by implementing extended school-year services (ESY) in addition to considering compensatory services. It is imperative to proactively plan for lost time by creating systems to allow more students access to ESY. In the development of provisional IEPs, parents and educators should consider whether extended-year services will be beneficial to ensure comparable services to the current IEP. States and districts can work together to advocate for funding from the stimulus package to be used to expand access to ESY and compensatory services.

Evaluations

Given the timeline restrictions for evaluations, policymakers should be proactive in relaying additional guidance to districts, educators, and parents. To ensure students are sufficiently supported, schools should be expected to complete as much of the evaluation that can be completed in a distance format adapting to virtual or tele-evaluation procedures, when possible. Acknowledging that this may not be feasible in all circumstances, the U.S. Department of Education should align flexibility to the guidance for highly mobile students—districts should be permitted to extend the sixty-day timeline if they continue to make sufficient progress toward the evaluation and agree on an extended timeline with the parents. If evaluations are unable to be completed during the duration of school closures, districts should complete the evaluation process on an expedited timeline when schools reopen (for example, thirty days). This gives schools the flexibility needed to complete the evaluations in a timely and meaningful manner without requiring blanket waiver provisions on evaluation policies.Resources