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 impact their ability to succeed in school and community. As schools increasingly use social and emotional learning (SEL) to provide students with a well-rounded education, this 2020 guide from the National Center on Intensive Intervention at the American Institutes for Research puts explicit focus on students with intensive needs within SEL programs.
Going the Distance: Online Strategies for Helping Students with Disabilities: Presents research-based suggestions for educators working online with students who have disabilities. This blog from the REL Mid-Atlantic addresses effective practices that advance distance learning, noting that students with disabilities represent a significant portion of our nation’s school-age learners.
READY NOW - Education Technology Resources to Support Special Education Practitioners and Children and Students with or At Risk for Disabilities: Provides a large set of research-based special education learning aids designed to support education practitioners and/or students with or at risk for disabilities, whether for teaching and learning in person, virtually, or a combination of both. Each tool included in this guide has been evaluated by developers and their collaborators for usability, feasibility, and promise of learning or efficacy.
OCR Short Webinar on Online Education and Website Accessibility: Offers guidance for providing online education and ensuring website accessibility for students with disabilities for schools utilizing distance learning amid physical school closures (8 minutes).
Support for Kids with ADHD During the Coronavirus Crisis - Cómo apoyar a niños con TDAH durante la crisis del COVID-19 (Spanish language version): Synthesizes suggestions from mental health experts for helping children with ADHD (and their families) to cope and succeed. Child Mind Institute reminds us that, while families are struggling to care for (and homeschool) children cut off from their normal routines and activities, those who have ADHD may need extra structure and support to manage attent