ss the impact of ongoing health problems related to COVID-19. The new resource: Long COVID under Section 504 and the IDEA: A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families—shows how young children and students of all ages who have long COVID may be entitled to disability-related supports, services, and accommodations under Section 504 and the Individuals with Disabilities Education Act.
Guidance on "Long COVID" as a Disability Under the ADA, Section 504, and Section 1557: Explains that long COVID can be a disability under the Americans with Disabilities Act [ADA], Section 504 of the Rehabilitation Act of 1973, and Section 1557 of the Patient Protection and Affordable Care Act. This guidance, jointly issued (07/26/21) by the Office for Civil Rights of the Department of Health and Human Services [OCR] and the Civil Rights Division of the Department of Justice, also provides resources for additional information and best practices. This document provides a set of questions and answers about “long COVID” and related protections and responsibilities.
New Guidance Reaffirms Importance of Full Implementation of Individuals with Disabilities Education Act Amidst COVID-19 Pandemic: Announces new guidance sent in 8/24/21 letter from Office of Special Education and Rehabilitation Services [OSERS] to state and local partners affirming ED’s commitment to ensure that, regardless of the COVID-19 pandemic or the mode of instruction, children with disabilities receive a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA), and that infants and toddlers with disabilities and their families receive early intervention services in the 2021-2022 school year. This letter outlines a series of question and answers (Q&As) as children and students return to in-person learning.
Guidance for Direct Service Providers, Caregivers, Parents, and People with Developmental and Behavioral Disorders (Spanish language version): Addresses special considerations that may be needed for people with developmental and behavioral disorders who have limited mobility, have difficulty accessing information, require close contact with direct service providers [DSP], have trouble understanding information, have difficulties with changes in routines, or have other concerns related to their disability. The Centers for Disease Control and Prevention [CDC] has issued this guidance, and notes that it has also issued similar guidance for group homes and direct service providers who provide assistance to people with other disabilities.
OSEP COVID-19 Questions & Answers: Implementation of IDEA Part B Provision of Services: Provides answers to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B provision of services in the current COVID-19 environment.
Supporting Students with Intensive Needs During COVID-19: Offers a series of resources to support educators and administrators for students with special needs during COVID-19. Resources offered by the Center on Multi-Tiered System of Supports at the American Institutes for Research cover mathematics intervention examples, reading intervention examples, behavior strategies, data collection and teaming, implementation support, and collaborating with families. Many of the resources were developed by educators participating in a community of practice during the early months of the pandemic in spring 2020. They include example lessons, implementation videos, tip sheets, and data collection strategies.
Social Emotional Learning and Intensive Intervention: Presents an overview of how SEL relates to intensive intervention; and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports. Students who require intensive intervention often have social, emotional, and behavioral challenges (e.g. getting along with others, paying attention, following directions, making responsible decisions, and managing emotions) that i