Despite educators’ best efforts, remote learning has affected students with disabilities’ learning accommodations. School districts are still required by federal law to provide services to the greatest extent possible, yet accommodations like preferential seating, limited distractions, check-ins for understanding, and verbal or visual aids are difficult or impossible to implement virtually.

In Massachusetts, the Department of Elementary and Secondary Education (DESE) devised two strategies to address these challenges. First, it introduced a COVID-19 Special Education Learning Plan, where educators can document changes in special education service delivery during periods of hybrid, remote, or modified in-person instruction. Second, DESE allowed schools to modify students’ Individualized Education Programs (IEPs) to fit remote learning programs, but did not require parent/guardian signatures or consent. As a result, many schools provided very little in terms of special education, perhaps as a result of staff overextension or being unable to provide what is explicitly written on each plan. Not to mention, hundreds of IEPs have been backlogged in the past year, thus withholding up-to-date guidance from educators that is necessary for their students to thrive. All these challenges combined create a great disservice to the special education community, as they require non-negotiable, specialized instruction and accommodations.

On a positive note, teachers have gotten creative and used strategies like closed captioning, one-to-one Zoom check-ins, and more to accommodate students’ individual needs. While these can be helpful, a stronger response is necessary from the state and federal government to ensure that students with disabilities are not left behind during periods of remote learning.

By Megan McCarthy, former Graduate Assistant at the Center for Social Development and Education.