Academic Supports for Students with Disabilities. Brief No. 2

Autor/inn/en	Jones, Nathan; Vaughn, Sharon; Fuchs, Lynn
Institution	EdResearch for Recovery Project; Annenberg Institute for School Reform at Brown University; Results for America; Boston University (BU); Vanderbilt University, Peabody College
Titel	Academic Supports for Students with Disabilities. Brief No. 2
Quelle	(2020), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Students with Disabilities; Academic Support Services; COVID-19; Distance Education; Pandemics; Teaching Methods; Intervention; School Closing; Small Group Instruction; Data Collection; Data Use; Special Education Teachers; Individualized Instruction; Student Rights; Federal Legislation; Educational Legislation; Equal Education; Legal Responsibility + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Data capture; Datensammlung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Bundesrecht; Bildungsrecht; Schulgesetz; Strafmündigkeit
Abstract	This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools intervene to reduce learning gaps between students with disabilities and their peers, which have likely widened during school closures? In order to answer this question, the brief breaks down the issue into three points: (1) All current federal guidance indicates that, even during COVID-19 stay-at-home orders, schools still need to provide students with disabilities an education that (a) is individualized and (b) ensures they make appropriate progress; (2) Students with disabilities are one of the student populations likely to have regressed the most during COVID-related distance learning; and (3) The single most important service schools provide for students with disabilities is additional intervention time devoted to students' specific areas of need. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was co-prepared by the Meadows Center for Preventing Educational Risk.] (ERIC).
Anmerkungen	EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01