ion and behavior challenges and keep on track with learning in this challenging situation.
Plan and Deliver: Educating Students with Disabilities in Remote Settings: Focuses on adapting instruction to distance learning platforms to meet the unique needs of students with disabilities. Provides guidance on pertinent legal requirements, and how to think about accessibility for remote learning in new ways to plan and deliver remote instruction for those students. with disabilities. REL Midwest draws on evidence-based practices from traditional school settings and adapts them for remote and online environments. This blog entry also includes free resources from the Technical Assistance and Dissemination Centers of ED’s Office of Special Education Programs [OSEP].
Distance Learning for Special Education: Provides resources from over 1,800 educators and specialists to support the needs of students with significant disabilities during the COVID-19 pandemic, and the move to online instruction. These resources are open source and can be adapted to fit a variety of needs.
Supporting Individuals with Autism through Uncertain Times: Presents seven support strategies designed to meet the unique needs of individuals with autism during COVID-19’s period of uncertainty. The Frank Porter Graham Child Development (UNC-Chapel Hill) Autism Team provides examples and ready-made resources to help caregivers implement the strategies easily. Included materials purposely represent a variety of styles/designs/complexity to model the range of what may be most meaningful across ages and skills, and to demonstrate what can be generated, with few materials, by busy caregivers.
Staying Safe and Mentally Well During COVID-19: One-page tip sheet from the Center for American Indian Health at Johns Hopkins University offers suggestions for exercising mental health and relieving stress, based on input from the CDC and NIDA.
Double Jeopardy: COVID-19 and Behavioral Health Disparities for Black and Latino Communities in the U.S.: Shares data from CDC, the US Census Bureau and Kaiser Family Foundation indicating disproportionate negative impacts of the pandemic on communities of color. This resource from SAMHSA’s Office of Behavioral Health Equity [OBHE] offers an extensive set of recommended actions, with associated resources, that can help to address significant obstacles to adequate behavioral health treatment, services and supports for Black and Latino Americans.
People of Color Create Their Own Mental Health Services On-Line: Describes five examples of mental health platforms, apps, and organizations that people of color have created to support the well-being of their communities. As our nation’s current mental health workforce is predominantly White, access to mental health services for people of color can be hindered by socioeconomics, stigma, language, or cultural barriers. Some Black, Latinx, Asian American and Native American people have created digital spaces and organizations to address mental health needs of their communities.
Twitter Analysis Can Help Practitioners, Policymakers and Researchers Better Understand Topics Relevant to American Indian/Alaska Native [AI/AN] Youth: Provides an overview of learnings from a recent analysis of Twitter engagement around AI/AN-focused hashtags. Child Trends’ interactive data visualization displays the top 50 hashtags for each month between January 2015 through July 2020. The brief shares key implications for practitioners and policy stakeholders who work with AI/AN communities, or on issues relevant to these communities; and includes recommendations for interpreting these Twitter data.
National Indian Child Welfare Association COVID-19 Resource Page: Includes information for frontline workers, children, families/caregivers, and system leaders (including webinar/learning and grant opportunities), a large section of pertinent federal guidance, and links to numerous additional selected resources.
COVID-19 Cases by IHS Area: Reports data from Indian Health Service [IHS], tribal and urban Indian organization facil