Lessons from United States School District Policies and Approaches to Special Education during the COVID-19 Pandemic
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| Title: | Lessons from United States School District Policies and Approaches to Special Education during the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Melissa E. Mendoza (ORCID |
| Source: | International Journal of Inclusive Education. 2025 29(10):1599-1618. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Board of Education Policy, School Districts, Special Education, Students with Disabilities, Barriers, School Closing, Distance Education, Individualized Education Programs, Delivery Systems, Student Needs, Blended Learning, In Person Learning, Evaluation Methods |
| DOI: | 10.1080/13603116.2022.2056643 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children's education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. We examine the experience of SWDs in 24 United States school districts of instructional and adaptation models between August 2020 and February 2021. Districts varied in their approaches to remote instruction, compensatory services and prioritising SWDs for returning to the classroom before other students. Districts also varied substantially in the information provided regarding Distance Learning Plans, changes to Individualised Education Programmes and related service delivery. This analysis underscores the need for minimal standards for meeting the educational needs of SWDs during school closures as well as for disseminating good practices on minimising the effects of disruptions in future public health crises. These results have implications for existing practices and future research in the U.S. and other countries with widely disseminated decision making surrounding educational delivery during crises. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501782 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children's education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. We examine the experience of SWDs in 24 United States school districts of instructional and adaptation models between August 2020 and February 2021. Districts varied in their approaches to remote instruction, compensatory services and prioritising SWDs for returning to the classroom before other students. Districts also varied substantially in the information provided regarding Distance Learning Plans, changes to Individualised Education Programmes and related service delivery. This analysis underscores the need for minimal standards for meeting the educational needs of SWDs during school closures as well as for disseminating good practices on minimising the effects of disruptions in future public health crises. These results have implications for existing practices and future research in the U.S. and other countries with widely disseminated decision making surrounding educational delivery during crises. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2022.2056643 |
