Supporting Children with Disabilities Lessons from the Pandemic: Proceedings of a Workshop (2022) / Chapter Skim
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3 School and Educational Settings
3 School and Educational Settings
Pages 19-26
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From page 19... ...
SUPPORTING ONLINE LEARNING FOR CHILDREN WITH DISABILITIES Marcia Montague (Texas A&M University) began by reviewing the Individuals with Disabilities Education Act, which requires that students with disabilities receive access to a free appropriate public education in the least restrictive environment possible.
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From page 20... ...
The Aggie Homework Helpline connects Texas families and school districts with partners and tutors who are committed to improving learning outcomes for Pre- Kindergarten through 12th grade students, she said. Online tutoring provided through this program supports academic achievement and is lower cost and logistically easier than in-person tutoring; it can reach students who may not be able to afford or access in-person tutoring.
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From page 21... ...
Students with disabilities often lack instruction and support in these areas, Shogren said, particularly instruction that has been embedded into multiple aspects of their education and socialization. The SDLMI can help students develop critical skills and it can also help educators shift their focus from setting goals for their students, to supporting students in setting goals for themselves.
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From page 22... ...
Second, there is a need to focus concerted effort on engaging stakeholders, including students, families, the disability community, school supports, and community supports. Shogren noted that the pandemic offered new opportunities to engage community members, to engage people with disabilities sharing lived experience, and to embed supports for self-determination within communities.
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From page 23... ...
There are several benefits of familycentered practice, she said, such as: they increase opportunity for children to learn skills throughout daily routines; they support parent competence and promote the parent-child relationship; and they improve family and child outcomes. Despite these benefits, many parents and educators do not feel equipped to engage with family-centered care, said Fettig, and these challenges were highlighted during the COVID-19 pandemic.
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From page 24... ...
First, there is a need to promote and support policies that orient services on family-centered care. Second, advocates need to argue for funding for family-centered service delivery and for identifying evidence-based practices that promote familycentered practices.
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From page 25... ...
Shogren agreed that impacted people should be centered at the beginning of the policy process as well as throughout the process, further adding that people with lived experiences should also play a major role in research and program implementation. It is critical to support career pathways for people with disabilities to be co-teachers, and to be involved in implementation, policy development, and research, she said.
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