A Solutions Oriented Approach to E-Learning for Special Education Students
Here are some creative ways families
and IEP teams are making remote/distance learning plans more appropriate and
effective!
*Please note each of the following suggestions may or may not be appropriate
for each student’s home setting and are based on each student’s unique needs
that are substantiated by data.
· Family receives reimbursement from district
for student to attend in-person therapy at an open private therapy center during
remote learning
· Implement reward systems at home with the help
of the IEP team
· Give student choice of how to spend rewards
and breaks within schedule
· Use visual schedule and adapt to home use to facilitate
more independence, while creating structure and a consistent daily routine to
follow at home
· Create a calendar and daily visual schedule that
includes a balance of work, play, and movement opportunities
· Utilize social stories for expectations for virtual
learning, understanding Covid, handwashing, wearing masks in public, and for
other applicable skills for the times
· Additional online social emotional learning lessons
about managing fear and anxiety in uncertain times
· Use visual timers, alarms, and task boxes to
increase attending stamina
· During virtual lessons, provide hands-on learning
opportunities utilizing everyday objects from around the house
· Schedule one-on-one virtual check-ins with
teachers and therapists outside of large group virtual lessons
· Mix preferred virtual activities with
non-preferred virtual activities through the use of first/then phrased as “First
(non-preferred activity), then (preferred activity)”.
· Individualize and incorporate student interests
in lessons, while building off of their strengths
· Accommodation ideas for virtual lessons
online: use of large fonts, high contrast lighting, and closed captioning
· Give the student choices of what work they want
to complete
· Provide extended due dates and chunk
assignments into manageable steps for students with attending delays, especially
when sitting in front of a screen
· Send home AAC devices (augmentative and
alternative communication devices) and other needed support tools (i.e.: sensory
fidgets or toolkit, exercise band on chair, or use of a move-n-sit cushion to
increase attending while in front of screen)
· Provide peer modeling of skills in the form of
peer video modeling
· Create a dedicated home learning space that is
free of distractions
· Use of brain breaks during virtual lessons and
digital assignments
· Provide options for turning in assignments: email,
picture texts, paper copy
· Use of web blockers to block out internet/apps/games
to increase productivity and reduce distractions
· Use of a tri-fold display board to create a private
workspace in the home to reduce distractions
· Teachers/therapists to implement consult
minutes for virtual communication with parents to help facilitate behavior
management or other skills at home
· Use of white noise machine, calming background
music or noise reduction headphones in busy households, and the use of blue
light blocking glasses when in front of screen
· Focus on goal skill areas that are more applicable
to the home environment such as self-help skills, independent living skills, communicating
needs/wants/feelings, executive functioning skills, etc
Details about your child’s remote
learning plan should be included in an addendum to the IEP, with a date at
which it will be reviewed again. An IEP meeting is not always necessary in
order to make a change to the plan at any time if something is not working and/or
needs to be further individualized.
Written by: Carly Quinlan, IEP Consultant & Advocate with IEP
Consulting, LLC
IEPconsultingLLC@gmail.com
