ERIC Number: ED604943
Record Type: Non-Journal
Publication Date: 2020
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Evidence-Based and Promising Practices to Support Continuity of Learning for Students with Disabilities: Practices and Resources to Support Parents and Families. Topical Issue Brief
Office of Special Education Programs, US Department of Education
Because of the COVID-19 pandemic, as of this writing, 21 states and three U.S. territories have ordered or recommended school building closures for the rest of the academic year, with closures impacting at least 124,000 U.S. public and private schools and affecting at least 55.1 million students. In addition, districts in nearly all other states and territories have implemented extended closures with pending dates for reopening. This situation presents challenges for all families, particularly for families of students with disabilities who often must take on a significant role in supporting their children in virtual learning and distance instruction. This brief presents practices and resources that educators, early interventionists, and parent center staff can share with parents and families of students with disabilities to support students' continuity of learning during school building closures.
Descriptors: Evidence Based Practice, Students with Disabilities, Teaching Methods, Parent Role, Student Needs, Home Schooling, Positive Behavior Supports, Reinforcement, Rewards, Self Management, Family School Relationship, Story Telling, Reading Strategies, Phonological Awareness, Reading Instruction, Mathematics Instruction, Student Attitudes, Relevance (Education), Geometric Concepts, Visual Aids, Mathematics Skills, Reading Skills, Disease Control, School Schedules, Accountability, Social Development, Emotional Development, Young Children, Emergent Literacy, Numeracy, Interpersonal Competence, Psychomotor Skills, Parenting Styles, Preschool Education, COVID-19, Pandemics, School Closing
Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Publication Type: Guides - General
Education Level: Early Childhood Education; Preschool Education
Audience: Parents
Language: English
Sponsor: N/A
Authoring Institution: Office of Special Education Programs (ED/OSERS)
Grant or Contract Numbers: GS007F347CA