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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 0000-0002-1416-7106), Timothy F. Brewer (ORCID 0000-0002-5615-1639), Matthew S. Smith (ORCID 0000-0001-7261-4149), Michael Ashley Stein (ORCID 0000-0001-9564-7461), S. Jody Heymann (ORCID 0000-0003-0008-4198)
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
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  Data: Lessons from United States School District Policies and Approaches to Special Education during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Melissa+E%2E+Mendoza%22">Melissa E. Mendoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1416-7106">0000-0002-1416-7106</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+F%2E+Brewer%22">Timothy F. Brewer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5615-1639">0000-0002-5615-1639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+S%2E+Smith%22">Matthew S. Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7261-4149">0000-0001-7261-4149</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Ashley+Stein%22">Michael Ashley Stein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9564-7461">0000-0001-9564-7461</externalLink>)<br /><searchLink fieldCode="AR" term="%22S%2E+Jody+Heymann%22">S. Jody Heymann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0008-4198">0000-0003-0008-4198</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2025 29(10):1599-1618.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Data: 10.1080/13603116.2022.2056643
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  Data: 1360-3116<br />1464-5173
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1501782
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        Value: 10.1080/13603116.2022.2056643
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1599
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Board of Education Policy
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
    Titles:
      – TitleFull: Lessons from United States School District Policies and Approaches to Special Education during the COVID-19 Pandemic
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              Y: 2025
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              Value: 1360-3116
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