COVID-19 School Closure Updates for Families in Special Education

PLEASE SCROLL TO THE BOTTOM FOR LINKS TO RESOURCES FROM THE TENNESSEE DEPARTMENT OF EDUCATION AND THE US DEPARTMENT OF EDUCATION.

For supports for students with disabilities from special education related programs across the state, CLICK HERE.

If you are looking for links to educational resources you can use at home, CLICK HERE.

During these unusual times, we wanted to keep families informed about information the Tennessee Department of Education has put out about COVID-19 school closures and how it will impact students with disabilities and IEPs.

It's important to remember that all students and teachers are being asked to do things in suddenly new ways. We will all have to work together to be creative and flexible to make sure all students continue to have a free and appropriate public education (FAPE). There are special things that need to be done for our students with IEPs who may have supports, modifications, and accommodations in place to access their education program when they are in school. The Tennessee Department of Education has put out some guidance throughout this constantly evolving situation. Links are provided below to more information. Here is an outlined summary:

• If a school closes for COVID-19 and does not provide educational opportunities for general education students, then they do not have to provide services to students with IEPs during that time. 
• If the closed school DOES provide educational opportunities (remote/virtual learning, video conferencing, educational resources/packets, etc.), they must ensure that students with disabilities can have equal access to the same opportunities.
•         The State Department of Education recognizes that there may be challenges in meeting special education deadlines during these times of school closures. This chart shows the regular requirement along with the flexibility that schools have during this time: 

•          If your school is closed but provides educational opportunities to general education students that your child with an IEP is not able to access, your child may be entitled to compensatory services once school starts again. Compensatory services can include making up missed hours of the services that would have been provided through the IEP and should take into account any regression (loss of skill/ability) that may have occurred during the time off.
•          If your child is missing services, schools are being directed to track the number of hours missed to help document for make up sessions. It might be smart to document that information yourself as well.

Updates added March 27, 2020: 

https://www.tn.gov/content/dam/tn/education/health-&-safety/SPED%20Guidance%20COVID_TN%20Final.pdf

• If the only change to a student with a disability’s educational services is that they will be provided virtually rather than in person (but the type and amount of services otherwise remain unchanged), an IEP team meeting is not required, and no changes need to be made to the IEP. 
• If, however, the type or amount of services listed in the IEP or 504 plan must change because they can only be provided face-to-face and not virtually, the IEP team should convene to discuss the type and amount of services to be provided. The team must document any services missed and assess the need for compensatory education.
• Parents still have a right to request dispute resolution even during these school closures. For more information, please click the updated link above and scroll to page 5. 
• Frequently Asked Questions about services to students with disabilities can be found at the link above. Scroll to page 7.

Questions that you should consider if online virtual learning is offered to students:

•         Will my child be able access the online delivery of learning and instruction?

•          Does my child require adult support to access curriculum online? Who will provide this support and how? (Reminder, students of an appropriate age may be home during the day while their parent is at work or home with an older sibling who is also trying to complete their schoolwork.)

•          Are there accommodations that can be provided through electronic resources such as the accessibility setting for text-to-speech or screen reader, bookmarked links on a single document, speech-to-text software or apps, etc.?

•          If your school is considering an online program available through a vendor, be sure to ask them what accommodations, accessibility features, or differentiated instruction is available for your child. What is missing but needed in order for your child to have equal access? 
  

• Who will create the alternate activities for those students who require significantly modified assignments or who cannot access the activity in the virtual format?

Please closely monitor your school district’s social media pages for further announcements as things may change. If you have any questions or concerns, please reach out directly to your special education teacher or director, or you can email me at japrea@thearctn.org.

Resources:

Tennessee Department of Education COVID-19 Resources (updated often):

https://www.tn.gov/education/health-and-safety/update-on-coronavirus.html

Tennessee Department of Education COVID-19 Resource specific to Special Education:

https://www.tn.gov/content/dam/tn/education/health-&-safety/Services%20to%20Students%20with%20Disabilities%20COVID-19%20Guidance.pdf
UPDATED MARCH 27TH: https://www.tn.gov/content/dam/tn/education/health-&-safety/SPED%20Guidance%20COVID_TN%20Final.pdf

US Department of Education Guidance on COVID-19:

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf

Supplemental Guidance from US Department of Education (added March 22, 2020):
https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/rr/policyguidance/Supple%20Fact%20Sheet%203.21.20%20FINAL.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=

Great Family-Friendly Resources in English and Spanish from Family Network on Disabilities in Florida based off US Department of Education guidance:
https://fndusa.org/esedownload/providing-services-children-disabilities-covid19/

Resources for Students with Special Needs Learning from Home

While parents of school aged children are looking at school closures with uncertainty about when things will return to normal, there are many resources being shared for educational activities our kids can work on at home. I've combed through those lists and pulled out the resources that I feel work best for our kids with special needs. If you have any other resources that you would like to add, please leave a comment below and I'll share it!

Social story on COVID-19

COVID-19 Coloring Sheet

COVID-19 Activity Book

Google Tools for Students who need extra supports

ACTIVITIES:

1. The OT Toolbox
Free resources for working on various OT skills.
https://www.theottoolbox.com/

2. Your Therapy Source
Links to various free (and some paid) resources and worksheets for kids.
https://www.yourtherapysource.com/

3. Scholastic
Free lessons you can use at home. Will be updated. Elementary age.
https://classroommagazines.scholastic.com/support/learnathome.html?caching

4. Practical Money Skills
Some lessons and activities for older students to learn about money skills. https://www.practicalmoneyskills.com/teach/lesson_plans/special_needs

5. Time 4 Learning
This page is specific to homeschooling students with special needs. https://www.time4learning.com/homeschooling/special-needs/

6. Chalk Face Project
Variety of lesson plans for all age groups.
https://www.chalkface.com/products/SpecialNeeds/

7. BoardMaker Online
Create visual schedules with these pre-made squares. Many are free right now!
https://www.boardmakeronline.com/

8. Early Childhood Technical Assistance Center
Great ideas and techniques for families to work on early intervention services at home.
https://ectacenter.org/topics/disaster/familiesathome.asp

9. Early Childhood Family Activities

FOR OLDER STUDENTS/ALL AGES:

1. Supported Decision Making Resources from The Arc Tennessee

This may be a great time to look through these resources and see if there are any your child may want to work through.

https://www.thearctn.org/Assets/Docs/Supported_Decision_Making_Resources.pdf

2. Kahn Academy

They are providing free resources and a daily schedule sample for students ages 4-18: https://docs.google.com/document/d/e/2PACX-1vSZhOdEPAWjUQpqDkVAlJrFwxxZ9Sa6zGOq0CNRms6Z7DZNq-tQWS3OhuVCUbh_-P-WmksHAzbsrk9d/pub

https://www.khanacademy.org/

3. IXL.com

This math resource is free right now and goes all the way through high school.

https://www.ixl.com/

4. Audible 
Audible has made hundreds of book titles for all ages free to listen. https://www.radiotimes.com/news/radio/2020-03-20/audible-just-made-hundreds-of-titles-completely-free-to-help-during-coronavirus-crisis/?fbclid=IwAR3Gu0gifRHxAy2LWYUH2SlyxANDx4Jsw09nXaMb832WZHiHNtiDIL-iSDU

5. New York Public Library
Download over 300,000 books for free from the NYPL. https://www.timeout.com/newyork/news/you-can-now-download-over-300-000-books-from-the-nypl-for-free-031820

6. Tennessee STEM Innovation Network
TN Department of Education has teamed up with TSIN to create STEAM resources for students to try at home.
https://www.tsin.org/covid-19-steam-resource-hub

7. Virtual School Day
Nearly 200 free, live K-12 classes available all day long intended to help parents fill their children’s day with enriched learning. Some popular classes are Intro to Spanish for Kids, Coolest Women in History, Java Programming Basics, and The Story of Your Favorite Fairy Tales.
Virtual School Day

VIDEOS:

1. ABCmouse Early Learning Academy
If you don’t already subscribe to ABC mouse, here is the YouTube channel that has the songs and learning videos featured in the program. This is great for students still working on letters and sounds.
https://www.youtube.com/channel/UCPvEbO2bI5x1MVLUuRJoZXg   

2. Art for Kids Hub
This is a GREAT channel for children to learn how to DRAW anything. They have a lot of easy drawings, but they have some challenging ones for older kids. This is so easy to follow and my kids don’t get overwhelmed. 
https://www.youtube.com/channel/UC5XMF3Inoi8R9nSI8ChOsdQ 

3. Brave Wilderness  
FOR ALL THE ANIMAL AND ADVENTURE LOVERS. (This might not be a great channel for kids who are afraid of creepy bugs or dangerous animals). 
https://www.youtube.com/channel/UC6E2mP01ZLH_kbAyeazCNdg 

4. Crash Course Kids 
Elementary Learning – Engineering, Earth Science, Natural Resources, Life Science, Physical Science, Space Science, and more.  Cute and short videos! 
https://www.youtube.com/channel/UCONtPx56PSebXJOxbFv-2jQ

5. Free School
Elementary Learning! So many subjects. Lots of great history and animal videos. 
https://www.youtube.com/channel/UCebMFnw6WxozGmqGekJHOJg 

6. FreeSchool Early Birds
Just like Free School but for toddlers and preschoolers! Super cute videos!
https://www.youtube.com/channel/UC3OV62x86XHwaqsxLsuy8dA 

7. Homeschool Pop 
These are Elementary videos about History, Science, Math, Seasons, Holidays, States, etc
https://www.youtube.com/channel/UCfPyVJEBD7Di1YYjTdS2v8g/playlists 

8. Joseph’s Machines 
This is a funny channel of amazing machines that Joseph makes to help solve problems and make his life easier. It’s VERY creative and hilarious. For elementary and for older kids who enjoy creating. 

https://www.youtube.com/user/allonewordplease/featured

9. Mr. DeMaio 

This man is a teacher that posts funny learning videos using puppets. Elementary and Junior High age. 
https://www.youtube.com/channel/UCwyVRKfytvjSF6q5s7noKZQ

10. SciShow Kids 
Cute Elementary Science Videos.
https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA 

11. StorylineOnline 
Great channel where people read books aloud to children. 
https://www.youtube.com/channel/UCnBdzaRy-Ky9Vh54XJlFz1Q

12. Netflix
A list of 150+ educational shows on Netflix.
https://homeschoolhideout.com/educational-shows-on-netflix/

HELPFUL SMARTPHONE APPS

Accessibility - Apple Store Link - Apple has provided a full store of accessibility themed applications. 

Accessibility Scanner (Android) - Accessibility Scanner is a tool that suggests accessibility improvements for Android apps without requiring technical skills. Just open the app you want to scan, then tap the Accessibility Scanner button to find items in the app that might benefit from accessibility improvements.

Stepping Stones (Apple)- This simple app allows users to create visual guides - or ‘paths’ - using their own photos, so as to make sense of daily routines and schedules or stories. These visual supports help to increase independence and flexibility.

Google Keep (Apple & Android)- Free to-do list app from Google. Create notes through text, drawings and pictures.  Hacks and uses for students with Dyslexia - Google Keep Hacks

Google's Project Euphonia (Test Phase)- 3 new accessibility efforts to help people with disabilities.

Powerful mobile apps for those with disabilities (Website list)- Unsure of what app may be suitable for a specific disability? This site lists apps based off of disability.

Supported Decision Making Resource for Parents and Educators

Thank you to the Council on Developmental Disabilites, The Arc Tennessee, and Disability Rights Tennessee for creating this handy resource for parents and educators who want to encourage their children and students with disabilities in supported decision making. Feel free to share this link with anyone who might find it helpful!

Decision-Making and Students with Disabilities

Learning to make decisions is a critical part of preparing students for life after high school. It is common for students with disabilities to face barriers that students without disabilities do not face in making and carrying out decisions: from needing a communication device or help understanding information to overcoming stereotypes and stigma.

Educators and parents are the most influential people in students’ lives and are essential for supporting and practicing decision-making skills with all students, including students with disabilities.

Supported decision-making: refers to an approach that protects a person’s right to remain the final decision-maker while ensuring they have supports in place. The kind of supports will be different for every person.  

Decision-making after “the age of majority” (turning 18): the student can invite whomever they choose to the IEP meeting, according to the Family Educational Rights and Privacy Act (FERPA). This means anyone – including parents – who has been involved in decisions prior to age 18 can continue with the student’s permission. In some cases students may request to lead the meeting without their parents. A student-led IEP meeting can be an opportunity for the student to prepare for adulthood as they apply decision-making skills learned over the years.

Tools to identify support with your students:

·        The LifeCourse tool for decision-making will help you and your students figure out which types of decisions they want or need help making versus which decisions the student wants to make on their own, AND which (if any) the student wants someone to make for them: http://bit.ly/DecTool.

·        Use “How to make a supported decision making agreement (by the ACLU) to understand the different forms you can use for decisions, including “Sharing School Information” on page 36: http://bit.ly/SDMAgreement.

·        The Council on Developmental Disabilities Supported Decision-Making webpage: http://bit.ly/CouncilSDM.

If you don’t see what you need, contact us: Tnddc@tn.gov or 615-741-5019.

What If I Want to Change my Child's Records?

Under the Family Educational Rights and Privacy Act (FERPA), a parent has the right to request that inaccurate or misleading information in his or her child’s education records be amended. For example, if you feel that your child's evaluation isn't correct and you have evidence to prove otherwise. While a school is not required to amend education records in accordance with a parent’s request, the school is required to consider the request. If the school decides not to amend a record in accordance with a parent’s request, the school must inform the parent of his or her right to a hearing on the matter. If, as a result of the hearing, the school still decides not to amend the record, the parent has the right to insert a statement in the record setting forth his or her views. That statement must remain with the contested part of the student’s record for as long as the record is maintained.

Parent's Request to Change Records – What the Law Says

"Amendment of Records at Parent’s Request 34 CFR § 300.618 and Tennessee Rules & Regulations § 0520-01-09-.22

If you believe that information in the education records regarding your child collected, maintained, or used under Part B of the IDEA is inaccurate, misleading, or violates the privacy or other rights of your child, you may request the participating agency that maintains the information to change the information.

The school district, upon receiving a request from a parent pursuant to 34 C.F.R. § 300.618, shall decide, within ten (10) school days of its receipt of the request, whether to amend the information as requested.

If the participating agency refuses to change the information in accordance with your request, it must inform you of the refusal and advise you of the right to a hearing for this purpose as described under the heading Opportunity For a Hearing."

WHAT THIS MEANS: If you'd like to change something on your child's record, you should notify the school (preferably in writing) that you'd like to change it. Once the school receives your request, they need to let you know within 10 school days whether or not they will change it. If the school decides NOT to change it, then you have the right to a hearing, and the school is responsible for letting you know that you have that right. 

Holding a Hearing – What the Law Says

"Opportunity for a Hearing 34 CFR §3 00.619

The participating agency must, on request, provide you an opportunity for a hearing to challenge information in education records regarding your child to ensure that it is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of your child.

Hearing Procedures 34 CFR § 300.621

A hearing to challenge information in education records must be conducted according to the procedures for such hearings under the Family Educational Rights and Privacy Act (FERPA)."

WHAT THIS MEANS: FERPA is a Federal law that protects the privacy of student education records. FERPA gives parents certain rights with respect to their children's education records. If you believe that your child's record has incorrect information (such as from an evaluation) and you requested that the school change it, and they did not do so, then you can request a hearing following the rules of FERPA. The school should have notified you of your right to this hearing at the time they denied your initial request to amend the records. To hold the hearing, you just request (preferably in writing) that you would like to hold it.

Hearing Results – What the Law Says

"If, as a result of the hearing, the participating agency decides that the information is inaccurate, misleading or otherwise in violation of the privacy or other rights of the child, it must change the information accordingly and inform you in writing.

If, as a result of the hearing, the participating agency decides that the information is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of your child, it must inform you of your right to place in the records that it maintains on your child a statement commenting on the information or providing any reasons you disagree with the decision of the participating agency.

Such an explanation placed in the records of your child must:  

1. be maintained by the participating agency as part of the records of your child as long as the record or contested portion is maintained by the participating agency; and 
2. if the participating agency discloses the records of your child or the challenged portion to any party, the explanation must also be disclosed to that party."

WHAT THIS MEANS: If, as a result of the hearing, the school agrees to make the changes they will do so and notify you in writing. If the school still decides not to amend the record, the parent has the right to insert a statement in the record stating their views. That statement must remain with the contested part of the student’s record for as long as the record is maintained.

For more information on FERPA and how to file a complaint if you feel your FERPA rights have been violated, click here:

US Department of Education: FERPA

Filing a FERPA Complaint

Diploma Options in Special Education in Tennessee

In the state of Tennessee, there are four different options for diplomas when you graduate from high school for students receiving special education services. These options are the regular diploma, the Alternate Academic Diploma (AAD), the Occupational Diploma, and the Special Education Diploma. If your child has an Individual Education Program (IEP), it is important to know the differences between these diplomas and what each may mean for your child's future. You'll also need to consider early on how taking alternate assessments in place of TCAP state testing will affect your child's diploma options when they get to high school.

Below is a chart created by The Arc Tennessee which shows some basic comparisons between the four diplomas. IDEA stands for The Individuals with Disabilities Education Act. This is the federal law that ensures students who receive special education services have access to a free and appropriate public education with supports and services to meet their individual education needs.

The Tennessee Department of Education recently put out a graphic to help schools and families determine the best path for each student. The second chart is new and particularly helpful. Just click on the image to open it up to a readable size.

1 Tennessee State Board of Education, High School Policy 2.104 https://www.tn.gov/sbe/rules--policies-and-guidance/policies.html 2 For additional information on the postsecondary opprotunities and considerations, visit the Parent Guide for Tennessee Diploma and Postsecondary Education Options at https://www.tnstep.org/uploads/files/STEP%20and%20TDOE%20Diploma%20and%20Postsecondary%20Options%20%20April%202018%20OS.pdf

3 Alternate Assessment https://www.tn.gov/education/assessment/alternate-assessment.html

You can learn more about the requirements for each of the diplomas from the Tennessee Department of Education at the following link (just scroll down and click on "Graduation Options"): https://www.tn.gov/education/student-support/special-education/special-education-secondary-transition.html

This chart from STEP TN gives more information about requirements for each diploma option, along with a student's post-secondary options for each: TENNESSEE DIPLOMA AND POST-SECONDARY INFORMATION

Why Inclusion is a WIN for ALL Students!

Graphic by: https://www.tndisability.org/

Many districts are trending toward including children with disabilities in the general education classrooms as much as possible, and this is a wonderful plan for everyone involved. Including students in the Least Restrictive Environments is indeed required by law. Typical children and teachers actually benefit from this scenario as well. Here's why:

1. Inclusion teaches everyone about diversity. A classroom that's rich in diverse cultures, religions, and languages can help all students learn about these differences from an early age and embrace them. The same goes for classrooms with different abilities and neurodiversity. Students (and teachers!) learn from one another, and including a mix of students in a classroom will help everyone grow together, learn from one another, and embrace the differences that make each of them unique and special.

2. Students' attitudes and perceptions will change for the better. Many classrooms find that the typical children in an inclusion classroom will develop a greater sense of empathy and selflessness when they share a classroom with a child with disabilities.

3. Students with disabilities reach more of their goals. The teachers in the general education classroom will typically have high expectations for all of their students, so with the right supports in place, a student with disabilities will strive to meet those higher expectations. They'll also have more opportunities to learn social skills from the modeled behavior of the others students in their class.

4. Teachers will learn more about how to teach differently. Whether a child has a disability or not, they can all learn in different ways. Including a diverse mix of abilities in a classroom helps the teacher refine their skills on teaching to a wide variety of learning styles. This benefits all children in the classroom.

It's particularly important to start thinking about your child's learning environment early on. The Individuals with Disabilities Education Act (IDEA) states that students should be placed in the least restrictive environment, even if supports are required to help the student succeed. It is best practice to start in a general education classroom and scale back on the placement if the student needs that, rather than beginning in a secluded special education environment and working toward a general education placement.

The IEP Team, which the parent is an equal part of, will make the placement decision that is best for the student. Your child’s general education teacher should always be a part of the IEP Team so that their regular classroom placement can be planned for success. Stay in touch with your child’s teachers so you know what is happening day to day.  You can check out some ideas on home-school communication tools HERE.

Understanding Procedural Safeguards: A Guide for Families in Special Education

You probably know that your school is required to give you a copy of the procedural safeguards at least once a year if your child has an IEP. But, have you ever had to look through them? They can be a bit overwhelming and even confusing at times. The Arc Tennessee, through the Family Engagement Project, is breaking down the various parts of the Procedural Safeguards and giving families the basic idea behind each part to make it easier to understand. If you have questions about a particular topic, click the link below to learn more. If there is anything we haven't covered that you'd like to know more about, leave us a comment below and we will reach out!

First off, let's start with a link to the full version of the Procedural Safeguards. You should receive a copy of this in some form when you first meet with your child's school for the year:
CLICK HERE to read the full version.

Here's where we'll break this down into parts for you. Click on each topic to read more about what each one means for your child in special education:

Prior Written Notice

Native Language/Translation

Parental Consent

What if I don't Agree with an Evaluation?

What if I Want to Change my Child's Records?

Confidentiality of Information

State Complaint and Dispute Resolution Procedures

Procedures for Disciplining Children with Disabilities

• Corporal Punishment in Special Education

 When you need to send your child to Private School at Public Expense