COVID-19 & the 2020-21 School Year By Robin McCraw, Autism Resource Specialist
When NC public schools stopped face-to-face instruction in March, a minority of high school students were participating in virtual learning classrooms, fewer in middle school, and even fewer elementary students. Overnight, the face of education changed. Through astounding efforts, we made it to the end of the 2019-20 school year, remotely. Remote learning did bring some positive aspects, but also challenges. The experiences will have a compelling effect on the future of education, both short and long term.
Among the positive aspects was that general and special education teachers and related services providers acquired new ways to collaborate through virtual platforms. Continuing this will improve teamwork for meeting each child’s unique needs. Most children with Autism Spectrum Disorder, regardless of functioning level, have a relative strength in technology. During remote learning, technology allowed some students with autism to demonstrate academic skills they struggle to demonstrate in a traditional classroom setting. Going forward, beneficial technology will be more accessible to students. Challenges to remote learning included technology access and proficiency, learning differences, attention span, lack of interest, developmental level of students, academic content, and parent work schedules. Although the same standards were taught statewide, instruction looked different from district to district, sometimes even from class to class. Although there were many effective educator, parent, and student partnerships across the state, for some, communication and/ or support was inadequate. Some students experienced regression.
2020-21 School Year in Flux At the time of publication, the state had announced a combination of in-person and remote learning for reopening K-12 schools in August. That decision might be updated based on available data metrics from the NC Department of Health and Human Services. Regardless of the state plan, school districts may choose to begin with a more restrictive plan, so refer to your school district’s website and district correspondence. As the school year progresses, the NC Department of Public Instruction (DPI) will continue to monitor state and regional metrics to determine whether districts will need to alter plans. Legislative bills are currently being considered in both the state House and Senate to provide additional support for school districts, staff, and students. Refer to the ASNC blog, www. autismsociety-nc.org/blog, for legislative and DPI updates. On May 21, the State Board of Education approved requirements for remote instruction plans, listing 15 components that each must include. Component 10 requires that all plans address the needs of students with disabilities: “ensuring that students 6 • The Spectrum, Summer 2020
with disabilities have equal access to the remote instruction provided by their public school units and that remote instruction is provided in a manner consistent with each student’s individualized education program (IEP) or 504 plan.” Remote learning plans are to be considered and included when appropriate during revisions of or development of an IEP or 504 plan.
Your Voice is Important A parent’s unique perspective should be voiced during the IEP process, especially now. EC staff want parent input concerning your child’s interests, strengths, and challenges. You are your child’s best advocate. Parent involvement in the IEP process and their child’s education supports the best educational outcomes. If you are unable to attend an IEP meeting in person, consider participating virtually through Zoom, GotoMeeting, etc. Video chats offer improved interactivity over participating by phone; however, participating in person is still preferable when possible.
Keep Data Now The instructional changes due to COVID-19 make your documentation more important than ever. School personnel have data, but you know your child best. Your data will help you be an effective advocate for your child. If you are not already doing so, start ongoing documentation. Follow these tips and refer to the ASNC IEP toolkit at www.autismsocietync.org/toolkits for guidance. • Document what you see as the most significant barriers to your child’s ability to learn and reach IEP goals.
