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Special Education Teacher Resources

Considerations for Special Education during Distance Learning
 
Considerations mentioned in our Distance Learning Plan: 
  • Educators must adhere to IEP just as they always would in a brick and mortar setting.
  • Educators will attend IEPs.
  • Focus on ensuring equity and accessibility for all students.  In addition to accommodations listed in students' IEPs, focus on best practices regarding accessibility of content when designing emote learning experiences. Please see below "Accessibility During Distance Learning" for specifics.
  • Plan for special education students in you classroom by: including parents (request feedback, input) when your plan instruction.  Focus on collaborating (special education and general education working together).  Special education teachers can assist with accommodations/modifications of services and/or lessons.  General education lessons can be recorded so students can have access to repeat lessons.  When considering what practices should be implemented for your classroom, please refer see below heading The Implementation Do's and Don'ts of Special Education Services During Distance Learning
  • Universal Design for Learning:  ensure access and removal of barriers for learning for ALL Students.  See Below for UDL During Distance Learning
 
Accessibility During Distance Learning
 
It is critical to ensure the accessibility of resources for all students.  In particularly, when considering students with individualized education programs (IEPs) or 504 plans.  Here are some things that can hep support our diverse learners:
  • Use Heading styles that will allow screen reader software to navigate from section to section.  For Google Docs go to "Normal Text" and change the title to Heading 1, Heading 2, . .  .
heading style example from google docs
  • Use font, size, and text formatting to distinguish between items or to navigate.  Ensure no information is conveyed solely buy color or sound. See Examples Below:
What NOT to do DO
X Keep the heading the same size/font
heading same size and font
Headings with different sizes and fonts than body text
heading different sizes
color only color and symbol
only color color and number
  •  
  • Use Alt-Text to allow users with screen readers or with slow connections to identify your images, graphs, and charts
How do I add Edit or Add Alt-Text?
 
alt text
 
Directions:
1) Select an image, drawing, or graphic
2) Right click Alt text
3) Enter a title and description
4) Click Ok or 
Youtube instructions (for other ways)
 
When writing a description what should be considered?
alt text descriptions what to do
 
Youtube: How to create a Transcript
1. Click on the More button below the video and select Transcript from the menu.
2.  Below you'll be asked to select a language.  Make  your choice and you'll see  full transcript along with timestamps.
3.  Now click and drag to highlight all the text and press Ctrl + C to copy the text.  Then paste Ctrl + V into another document to share with your students.
Other ways to transcribe:  Transcribe Videos
 
  • If linking to external videos, make sure the videos have closed captioning available.
  • Use descriptive titles, headers and subtitles to provide added context
descriptive headers
  • Use meaningful text in links to make it easier for users to predict where navigation will take them.  
ex of link langauge
  • Provide a balance of text, image, video,, and audio.  Instruction and resources provided in more than one format provides broader support for the greatest number of users.
balance of text and visuals
  • Teachers should verify that the external resources they link to have the accessibility features.
  • If student has real-time translation services such as CART, you may ask them to type in contents in real time while delivering lessons.
Implementations Do's and Dont's of
Special Education Services During Distance Learning
 
Do's DONT's
  • Individual plans
  • Include  parents in the planning of services
  • Collaborate! Working together.
    • Special education teachers can help with accommodations/ modifications of services;
    • General education lessons can be recorded so students can have access to repeat lessons.
  • Plan a schedule with service providers and submit that schedule to parents.
  • Tell parents which goals you will be working on during the sessions.
  • Connect with students "live"' during the week.
  • Provide alternative activities if students or parents are overwhelmed.
  • Ask about student and family well-being and mental health needs.
  • Take care of your own needs and mental health
  • Ask for help if you need it,
  • IDEAS for services: 
    • Asynchronous: pre-taped lessons such as building a youtube channel with other providers
    • Synchronous: 10 minutes teacher talk 2 minutes SWIRLing (speaking, writing, interacting, reading, listening)
    • Provide online resources: Lexia, khan academy
  • Continue to provide ELD instruction
  • Don't assume a one-size fits all- every family is different in their ability to access technology, provide time to assist their child, and other family obligations.
  • Expect parents to understand verbal directions.  They may need them in writing and they may need them translated.
  • Give up contacting families if they don't reply.  If you can't get ahold of a family, please let your special education coordinator and director know so we can support you in contacting the family.
  • Assume students are able to sit through long lessons.  Construct lessons so students can exit and enter as needed.
  • Only provide one way of service delivery.
  • Go it alone! We are here for you!
 
 
 
 
 
 
 
 
 
 
 
 
 
UDL During Distance Learning
 
Example of UDL provided in a Weekly Schedule:(Secondary)
udl in weekly schedule
Lesson Reflection:  UDL Flowchart