I think we can all agree that COVID has become an extremely negative word that stirs up unfavorable emotions. I can attest to this fact as my family is among the many families learning how to balance high school, college, work, and life during this pandemic.
In March and April of 2020, students across America were sent home from universities and schools alike. Parents became support staff, principals, tutors, cafeteria staff, janitors, and in some cases, teachers. This new schooling transition occurred in a blink of an eye. And, for some schools, learning and educating didn’t occur at all.
We settled in for what we thought would be a “temporary” pause in education. “We can do anything for a short time,” became more of a question than a statement. This pause also meant that students with disabilities had their services interrupted or changed, and many of their needs were not able to be met from home. But, most of us were understanding of the disruption since schools were, basically, building an airplane in midflight.
The Department of Education did weigh-in, and the needs of students with disabilities were still to be a priority, with collaboration between schools and parents. However, very little guidance was given for providing these needed services remotely.
As COVID cases increase and the 2020/2021 school year is starting, schools and universities are coming up with unique ways of learning, and in many cases, families and students can choose what works best for their comfort level. Some schools are online learning only; others offer a mix of in-person and online.
The main reason provided for schools moving forward and reopening during a pandemic is to prevent gaps in students’ education achievements. Did you know, students with disabilities have the same rights to avoid regression and academic progress?
Realistically, accessible education services can fall through the cracks if parents and students are not vigilant in sharing their needs with the school and asking for support. So, whether the learning platform is online, in person, or a combination, the student’s individual needs matter.
First, don’t panic and start documenting.
Take a deep breath, and remember the law is on your side for accommodations. Secondary schools are not obligated to follow IEPs, but they must adhere to Section 504 of the Rehabilitation Act. However, students must advocate for themselves. Self-advocacy and identifying one’s own needs are valuable life lessons.
Like my mom always says, “This too shall pass.” Hopefully, parents and their kids weather the COVID storm with little to no adverse effects. We are all learning how to adjust during these unprecedented times. The time for action and advocacy is now.
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