Remote Learning: A National Perspective of K-12 Special Education Leaders
2020 Goalbook Survey Summary
The 2019–20 school year goes down in history as an unprecedented time in American education as 2020 ushered in a global pandemic of epic proportion, upending the traditional classroom learning model for students nationally and globally. As this historical school year closes, retrospectives of K-12 special education leaders, either individually or in leadership teams, likely revolve around a question of this nature, “What just happened?”
Special education leaders are actively involved in decision-making and design of teaching and learning for the 2020–21 upcoming school year as the nation adapts to the circumstances of a “new normal.” Taking a closer look at the national landscape of special education during the past few months may spark further innovation, lend added perspective that supports decision-making for summer and fall planning, and/or awaken newly formed beliefs, values, and attitudes of teaching and learning as a result of this life-changing moment in time.
In May 2020, Goalbook invited K-12 directors/administrators of special education from across the nation to participate in a survey. The goals of this national survey were…
- …to capture and share diverse experiences of special education leaders across the nation from COVID-19 emergency remote learning and
- …to contribute the voice of special education leaders to the national discourse of successes and challenges from this time to inform decision-making and/or spark further creativity as education leaders weigh multiple re-opening scenarios for the 2020–21 academic year.
Responses were anonymously submitted in May 2020 from 383 respondents across the nation. The insights from remote learning as shared by special education leaders inspire us to open our hearts and minds to opportunities that exist, born out of successes and challenges from this moment in time, to transform instruction so that all students succeed.
Approaches to Remote Learning
An exploration of different approaches to remote learning and IEPs, as well as support and resources for special education, provides further insight into the national landscape of teaching and learning environments during emergency remote learning as a result of school closures over the past few months.
Which of the following best describes your school/district’s current approach to differentiating remote learning for students with disabilities who spend most of their time in an integrated setting?
Which best characterizes the primary focus of remote learning provided to special education students during this time in your school/district?
Approaches to IEPs
Which best characterizes your school/district’s primary approach to calibrating IEP goals in recognition of the remote learning environment?
For IEP annual reviews due during this time of emergency remote learning, which best describes your school/district’s approach to drafting goals, programs, and services?
77% of special education leaders shared that IEPs are being developed based on a regular school environment for 2020–21 despite the uncertainty of what the 2020–21school year will look like and how it may evolve.
16% of respondents shared that IEPs are being developed using an “other” approach. The “other” approach shared by respondents primarily involves the development of IEPs based on a combination of regular and remote learning environments. Some examples shared included:
“Both ways are being considered, but more weight on the regular school environment.”
“IEPs are being developed based on a regular school environment, while noting the possibility of remote learning and if remote is to reoccur, that all services would be provided remotely.”
“IEPs are being developed to provide the student with FAPE in the traditional setting and how it would be adapted/delivered in a virtual environment, if that becomes necessary.”
“IEPs span for 2 [school] years. The remainder of this year is being drafted according to remote learning, next year is being drafted for a regular school environment.”
“IEPs are being developed based on a regular school environment, however a statement is put in that if distance learning continues for the 2020–2021 school year, the IEP will be amended.”
“We are using a Contingency Learning Plan (CLP) for all of our students with IEPs during the school closure. These plans have activities that have been agreed upon by parents, the case manager, and service providers. When possible, we hold the virtual IEPs, draft goals, and identify needed programs and services as if we were in [traditional] school [environment]. The majority of our annual IEPs have been completed virtually. Some of our re-evaluation IEPs have been done virtually.”
Unanticipated Successes
What successes have emerged for one or more students with special needs within the remote learning environment that you may/may not have anticipated?
94% of respondents cited examples of success for one or more students with special needs within the remote learning environment. For the vast majority, these observed successes were unanticipated. Emergency remote learning across the board may not have been universally successful for every student, but there were positive experiences mentioned for one or more students, as well as for staff and families.
Such stories showcase the resilience and perseverance of educators and students surfacing during a time of unprecedented uncertainty and chaos which required agile decision-making and creativity to ensure the well-being, safety, and continuation of learning communities to the best possible degree given a number of unknowns and emerging details surrounding COVID-19.
While students and schools have been physically separated from each other during this time, examples shared by respondents underscore the power of this circumstance in bringing students, families, and schools closer together, unified in and through learning — about self, others, our communities, and our world as part of the education experience.
Common themes encompassing the successes shared by special education leaders are highlighted below with some notable examples .
- Student Growth
- Increased student engagement and success
- Increased student independence and self-advocacy
- Improved student communication
“Some children that suffer anxiety are thriving in this learning environment.”
“Students are able to accomplish more work at their pace, no “bell to bell” pressure. No peer pressure.”
“We had too many accommodations [in the past] in which we have limited student independence. We have had students do more on their own and manage better with more focused tasks.”
“One of our autistic preschool students has experienced growth in his vocabulary and speech. He is initiating speech with his teacher remotely.”
“We have had several students who have performed better in the virtual setting than in the school building- both with work completion and quality of work.”
2. Empathy & Relationship
- Increased family engagement, communication, and support
- Increased empathy/stronger relationship between home and school. “Families and school staff have a new appreciation for one another.”
“It confirms the power of relationships and communication. I think families and educators are understanding the power of forming positive relationships.”
“Parents are more involved. They have a more accurate understanding of their child’s disabilities and how to help educate them.”
“Closer relationships and understanding for both students and staff.”
“Increased parental involvement and consistency with implementation of strategies within the home environment.”
“Parents of students with disabilities are becoming more knowledgeable of how to intervene and support their child with differentiated instruction.”
3. Innovation & Collaboration
- Improved use of technology by educators, students, and families
- Increased educator creativity and adaptability
- Increased collaboration among educators/ service providers/etc.
“Teachers are feeling empowered by their ability to adjust and find new ways to do things.”
“Teachers are using technology more and finding creative ways to meet their students needs.”
“Special education teachers and related service providers have been extremely creative with the ways in which they are engaging students to learn. Some of the most intensive students are responding to the creative ways that teachers are approaching instruction.”
“Our teacher of our low incidence population is utilizing technology to enhance the student’s learning. I truly had no idea that the students would benefit from that due to their AT needs, but she has adapted lessons to support the individual needs of all.”
“As a team, we recognize that some students are doing better with remote learning. Teachers have embraced this new aspect of our continuum of learning. We must reinvent how we provide instruction and support for students with disabilities.”
Supports & Resources
To navigate the necessity and uncertainty of school closures, special education leaders put forth a best faith effort to ensure support and resources were available to special needs students and their families. A combination of various resources were often integrated to “connect” school staff to students and families to the extent possible during this unprecedented time.
Utilizing a variety of resources, special education leaders, along with other district leaders and staff, embarked in collaborative efforts to address the increasing academic, emotional, social, nutritional, physical, and other needs of students and families at this time.
Special education leaders were asked to identify the ways in which special educators, related services providers, and paraprofessionals have been supporting students with special needs in their school/district?
How are special educators in your school/district, not including related services providers, currently supporting students with special needs?
Special education leaders cited examples of “other” supports special educators are providing to support students with special needs such as creating videos for students and families, visits with students at home or at school with social distancing, and implementing project-based learning activities, and adapting general education curriculum materials.
How are related services providers in your school/district currently supporting students with special needs?
Similar to special educators, related services providers may also be providing “other” supports such as recording videos for students and families, facilitating teletherapy, or visiting with students at home or at school.
How are paraprofessionals being utilized to support a remote learning environment?
Some “other” supports provided by paraprofessionals include conducting research for teachers, scheduling meetings, visiting homes with teachers, being involved in trainings, and helping wherever needed throughout the district during this critical time.
What type of resources are you using to support remote learning for students with special needs during this time?
Some of the “other” resources cited by respondents (9.5%) include puzzles, manipulative learning tools, books, communication devices, parent support, activity based learning opportunities, games, centers, and state educational programming on local TV channel.
Which best characterizes how frequently special education teachers in your school/district are checking in one-to-one with special education students to support remote learning?
Making Remote Learning Accessible
Just as there were notable successes shared by special education leaders from this period of emergency remote learning, respondents candidly described the challenges faced during this time.
Special education leaders cited the importance and challenges of making remote learning accessible for all students. The remote learning environment called for a blend of some of the same strategies employed in the traditional learning environment, along with some new strategies unique to the remote learning environment.
Overwhelmingly, the accommodations and modifications to make remote learning more accessible for students with special needs were driven based on the needs of each student and their IEP goals. These often included 1:1 support from teachers and/or other staff, along with a variety of technology tools that may or may not have previously existed within schools/districts.
What strategies are being used to provide accommodations and modifications that help make remote learning more accessible to students with special needs?
Meeting Social-Emotional Needs in a Remote Environment
While trying to meet SEL needs, special education leaders recognized this as one of the most difficult areas to address in a remote learning environment. There is, and will continue to be, a strong emphasis on social-emotional learning to ensure current and emerging needs are addressed. Not only do social-emotional needs exist for students, but for families and educators as well, given the accelerated shift to emergency remote learning and the prolonged state of uncertainty facing the future of American education and the unknowns of living amid a global pandemic.
While 1:1 sessions were common in meeting SEL needs of students, families, and staff, this strategy was combined with others such as online SEL curriculum, social stories using games, and small support groups. As the 2020–21 academic year approaches, respondents recognized that assessing and addressing SEL needs will be a top priority.
In what ways are the social-emotional needs of students with special needs being addressed within a remote learning environment?
“Socially students are lacking in every aspect, and it is difficult to meet with them so they can have that interaction.”
“Our social workers and school psychologists are working closely with families to help with this. I think this is an area of need not only for the students, but the families and the staff.”
“Only through online reassurance by staff, but not really sure how much the counselors are able to do. Assessing student social-emotional condition is a bit difficult online.”
“Our district has prioritized the social-emotional needs of our students over the academic needs. It’s much more important for us to maintain the connection to the supportive adults in our students’ lives before we ever touch the academic piece and have given our teachers the autonomy to incorporate academics when students are ready to learn. Some of our students with social skills goals don’t have opportunities to practice these skills in a virtual environment as they would in school.”
Where Do We Go From Here?
As the 2020–21 academic year draws near, uncertainty remains. Special education leaders will need to continue to promote and support innovation in teaching and learning for students with special needs, while we adapt to life amid a global pandemic. Every education leader has the choice of whether to frame such changes to teaching and learning as loss or opportunity.
What might the “new normal” of teaching and learning look like for students and teachers across the country? How might this experience and the lessons learned from the past few months transform how special education leaders, educators, families, and students think and believe about a “place called school”? How will individual state education agencies navigate from this moment and beyond living in this time of COVID-19?
The nation may be on the precipice of the greatest American education reform in decades, fueled by the creativity born out of a growing sense of community, compassion, collaboration, and connectedness. To what degree this momentum of change penetrates the systemic education structures locally and nationally to increase equitable access and opportunities, promote social and racial justice, and ensure the success of ALL learners, remains to be seen.
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