Countless Implications

Online classes can be especially difficult for students who rely on essential school services. While meals have been served and WiFi assistance provided, Individualized Education Program services for students with special needs aren’t so easy without in-person interaction.

“Our students are struggling because of the online format, for sure,” autism paraeducator Kyleigh Leslie said. “With the population I work with, it’s harder to fulfill online. With some kids, it’s almost impossible. For a majority of our students, online is not a reliable way to achieve IEP goals.”

The Kansas State Board of Education provided guidance for virtual special education services in March 2020. According to special education department chair Anita Nelson, the special education program has followed all state guidelines.

“The case managers and the IEP teams have worked really hard to make sure services have been provided,” Nelson said. “The majority of the services have been provided during this time for a majority of our students as they were written in the IEPs, and for those services not provided, the IEP teams agreed to make changes, to best serve the needs of the students, in cooperation with families.

During remote learning at the end of last school year and the beginning of this school year, students receiving special education services faced challenges that were out of their control.

Navigating technology was often the biggest challenge, many students needed support to operate

“We have to work twice as hard to regain momentum.

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IEP fulfillment difficult during online and hybrid learning

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the websites and programs required for their classes. While paras are available for students during school hours, the responsibility after class fell to parents, who were often at work or helping their other children.

Senior Daniel Saripalli experienced difficulty receiving his services during fully remote classes.

“My parents’ schedules [made online school hard],” Saripalli said. “We tried to find someone to help me, but it didn’t work out.”

Allowing students with special needs to come back in-person has been essential for IEP progress.

“The district did allow us to bring our kiddos back a little bit earlier than everyone else,” Leslie said. “We are able to start forming that relationship that should have been started at the beginning of the year. We have to work twice as hard to regain momentum.”

Saripalli agreed being back at school has improved his experiences.

“In early November, I started coming in four days a week,” Saripalli said. “I like coming in the building, it’s fun. Seeing a lot of my friends is making me happy. I started going to Just Food for work experience and doing fun things in IPS.”

Nelson emphasized that adaptability and problem solving have been the name of the game this year for special education.

“It all goes back to a case by case basis, which is what special education is,” Nelson said. “We look at each student individually to determine specifically each student needs.”