By: Nichelle N. Cook
Though COVID-19 has undoubtedly impacted some of our lives more than others, I'm sure we can collectively agree that "normal", as we once knew it, is a thing of the past for all. As with any new challenge, this drastic change in circumstances has created an opportunity for us to reimagine life as it could be, and perhaps should have been all along. In the field of education, this most certainly rings true. As such, here are a few things to strongly consider as the new school year approaches.
Accommodations Under IDEA and 504 Should Not Be Ignored
The blatant disregard by many of our leaders for safety measures such as social distancing and face masks provide the perfect environment to also undermine the equity-focused policies and procedures already in place. Two such policies are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (504 Act). Though IDEA and the 504 Act have their distinctions, both were put in place to ensure that students with special needs have the accommodations necessary to thrive just as any other child would in an academic setting. When implemented correctly, this assistance does not lower general education standards for students with special needs, but instead provides the necessary supports for them to meet and perhaps even surpass academic goals.
Prior to COVID-19, many schools within low to moderate income communities across the country already faced significant challenges remaining in compliance with special education mandates. Reasons included, but were not limited to, general and special education personnel shortages, overcrowded classrooms, inadequate training and limited teacher support. As we face the question of whether to return to school-based learning or to remain at home in the new school year, I can't help but imagine how these challenges might be exacerbated for schools that were already struggling. Here's why:
Emotional and Behavioral Disorders May More Easily Be Triggered - Emotional and behavioral disorders cover a wide range of classifications, symptoms, treatments and triggers. It is also not uncommon for several disorders to co-exist (commonly referred to as co-morbidity) making students' challenges even more nuanced. As such, it is important to seek professional expertise and refrain from any blanket approaches to meeting student needs. This is where IEPs and 504 plans comes into play. Though 504 plans are often far less thorough than IEPs, both include explicit instructions for education professionals to implement when teaching students. Examples include special seating, scheduled breaks, check-ins, extended time etc. When properly carried out, these intentional deviations from the norm not only improve academic performance, but also help students develop transferable coping skills and increase their overall confidence and satisfaction with learning. On the flip side, when poorly implemented or neglected altogether, these same students may experience heightened stress, feelings of defeat, etc. and consequently resort to disengagement and/or non-compliance. More often than not, these behaviors lead to negative consequences including poor grades, sanctions such as suspension/expulsion and negative reputations that follow them far into adulthood. As we seek to take these factors into consideration in light of COVID-19, here are some things to keep in mind:
Change in routine is a common trigger for several emotional and behavioral disorders. As such, the need for increased student and teacher support as well as potential IEP and 504 plan modifications should be taken into account as reopening talks continue. Doing so will assist in limiting student infractions and their negative effects on the learning community at large.
Trauma due to social tensions caused by political and racial unrests are also likely to play a role in how students with emotional and behavioral disorders adapt to their return to school. As such, school personnel need to be prepared to address these issues in a culturally-competent manner in the absence of overt/covert racism, micro-aggression and implicit bias.
Students with certain emotional and behavioral disorders may find it more difficult to comply with social distancing measures and other regulations than their peers making them more susceptible to infractions.
Students with Intellectual Disorders Will Need Additional Support To Catch Up To Their Peers - It's no secret that students all across our country face achievement gaps due to economic, social and racial disparities. It's also no secret that those with intellectual delays face even greater challenges. As we prepare for the new school year with this in mind, here are some things to consider:
Social-distancing will require heightened intentionality in SPED lesson planning and increased personnel. As inclusive classrooms continue to replace self-contained learning environments in accordance with IDEA's "least restrictive environment" guidelines, SPED personnel must be increasingly mobile as they provide accommodations within regular education classrooms. In addition, collaborative planning must take place with intentionality to ensure that students receive the accommodations necessary to successfully complete coursework and retain the knowledge taught. Enforcing social distancing measures will require that classrooms be split into smaller sections than normal to allow for adequate spacing which will require staff to be even more mobile.
Smaller classroom sizes means more regular education teachers. More regular education teachers means new hires. In the unlikely event that already economically challenged school systems are able to come up with the money to hire new teachers, those individuals will still face the challenge of having to acclimate themselves to their new work environments. Given the already existing teacher shortage coupled with the fact that the least experienced teachers are typically placed in the most economically challenged schools, COVID-19 concerns are likely to require even more support from seasoned faculty and administrators.
Taking all these things into consideration, it is clear that there is indeed no quick fix available. Instead, we must rise to the occasion with patience, practicality and strategy as we seek the solutions necessary for our youth and the communities in which they live to thrive.
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