GTranslate

You are here

In this section

Special Education

Distance Learning in District 191 will include equitable access to specialized instruction and related services for students with disabilities so that they have access to general education standards and continue to demonstrate progress toward the general education standards and IEP goals.

Staff will continue to provide for the free appropriate public education (FAPE) of students eligible for special education services who have an individualized education program (IEP) or 504 plan. Families can expect that the teachers and staff will continue to meet the requirements of Part B (3- 21) and Part C (birth to three) of the Individuals with Disabilities Education Act (IDEA), Part B and Part C.

K-12

  • Collaboration with the general education teacher(s) to ensure your students have the necessary supports, accommodations, modifications to access assignments, materials, activities, etc.
  • Manage assignments directly related to student growth and achievement as part of the grade level standards and IEP goals.
  • Continue to track progress toward IEP goals/objectives through assessment of assigned activities.
  • Establish timelines for assignments and assessments to keep students on track. 
  • Access support services such as school nurses, school psychologists, school social workers, other school specialists, BCBA, and DAPE as resources throughout this process.

ECSE 3-5

  • Ensure all families are able to access materials and staff will communicate with you in regards to their services, and a plan of contact if challenges in communication occur.
  • Travelling staff will collaborate with EC classroom teachers to support learning plans and ensure that accommodations are being provided.
  • Centerbased classroom teachers will collaborate with the parents/guardians to support learning plans and ensure accommodations are being provided. Staff will use interpreters or language-line as needed.
  • Continue to track progress toward IEP goals/objectives through assessment of distance learning activities.
  • Access support services such as school nurses, school psychologists, school social workers, other school specialists, BCBA, as resources throughout this process.

ECSE B-2

  • Ensure all families are able to access materials and staff will communicate with you in regards to their services, and a plan of contact if challenges in communication occur.
  • Establish the continuity of services and determine, on an individual family basis, understanding what the identified needs and services should be under a distance learning model. 
  • Access support services such as school nurses, school psychologists, school social workers, other school specialists, BCBA, as resources throughout this process.
  • Services will not be face-to-face during the distance learning period. Providers will consult with parents/guardians through a teleconference or other alternative method (such as phone, email, Google Meet, or Facetime). Staff will use interpreters or language-line as needed.
  • IFSP team members will collaborate to support learning plans and ensure that accommodations are being provided. 
  • Continue to track progress toward IFSP Child and Family Outcomes through regular communication with parents/guardians and care providers.

Tips for Parents of Students with Autism and Similar Needs

This video will help parents be more prepared and feel more confident in helping their child learn from home.