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Special Education During Distance Learning

Special Education teachers will continue to service students based on Individualized Education Program (IEPs). The following are considerations for students with disabilities: 

  • Co-taught classrooms and support inclusion classrooms must maintain a 50% general education and special education split to meet State Least Restrictive Environment (LRE A).
  • Elementary: Reading and mathematics interventions for elementary students with disabilities must be provided in accordance with their IEPs – both face-to-face (when it is safe to do so) and online.
  • Middle: Reading and mathematics interventions for middle school students with disabilities must be provided in accordance with their IEPs.  Academic Resource and/or reading enrichment courses must be scheduled to accommodate the implementation of interventions. This can be done during the scheduled class period.  Additional intervention time can be provided on Wednesday as needed.
  • High: Reading and mathematics interventions for high school students with disabilities must be provided in accordance with their IEPs.  Academic Resource and/or Read 180  can be scheduled to accommodate the implementation of interventions. This can be done during the scheduled class period.  Additional intervention time can be provided on Wednesday as needed
  • IEP meetings will be scheduled and held virtually with parent permission in accordance with the Individuals with Disabilities Education Act (IDEA) timelines and procedures.
  • Related and support services (speech and language, vision, occupational therapy, physical therapy, etc.) will be provided through push-in and pull-out sessions (virtually and/or face-to-face) Monday-Friday in accordance with a student’s IEP.
  • Related services providers will provide services with the same frequency as indicated in the IEP to the extent possible as part of the online distance learning structure. In the event that a specified related service cannot be delivered virtually, the IEP team (in collaboration with the parent) will use the IEP amendment process to determine what services and supports will be provided to allow the student to have access to the general education curriculum.