ERIC Number: EJ1365330
Record Type: Journal
Publication Date: 2023-Mar
Pages: 13
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1096-2506
EISSN: EISSN-2154-400X
Using DEC-Recommended Practices to Support Virtual Classrooms and Remote Learning
Young Exceptional Children, v26 n1 p29-41 Mar 2023
The global pandemic has meant that some schools are back in session with new and changing rules, and others are providing remote learning. The U.S. Department of Education has addressed specialized instruction through remote learning for children with disabilities, including addressing misconceptions about service delivery for children with disabilities making clear that school districts and early intervention programs are mandated to continue providing meaningful educational opportunities for children with disabilities (United States Department of Education, 2020). Children with disabilities have a right to services that address their IEP goals during the pandemic, and teachers are being asked to be innovative and flexible and work with families to create equitable learning opportunities to support children's interactions with each other. During this unusual and difficult time, many families do not have access to email to answer questionnaires, limited capacity to answer phone calls, unreliable or no access to the internet, or no or inadequate devices to support instructional platforms. District and school leaders need to support teachers in identifying and addressing these challenges to provide equitable access to learning opportunities. In this article, the authors provide strategies for quality virtual instruction with an emphasis on family engagement.
Descriptors: Professional Associations, Educational Practices, Virtual Classrooms, Distance Education, Special Education, COVID-19, Pandemics, Students with Disabilities, Individualized Education Programs, Family Involvement, Family School Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A