IEP Components - Individualized Education Plans and Implementation in Urban Schools via Distance Learning
By Buruuj Tunsill, Ed.S
Florida International University
This issue of NASET’s IEP Components series was written by Buruuj Tunsill, Ed.S. A global pandemic placed a strain on many educators across the world, educators and students alike had to suddenly switch to a different mode of education--online learning. Online learning is when students receive instruction through synchronous or asynchronous interactions via the internet (Rice & Carter, 2015). Without professional training, educators were expected to deliver all lessons virtually to all students, which includes students with disabilities. Prior to the pandemic, educators have had difficulties implementing individualized education plans for students with disabilities. The research identifies key issues that impact educators who teach culturally and linguistically diverse students via online learning and provide recommendations for how special educators and other practitioners can better serve culturally and linguistically diverse students from low socioeconomic backgrounds. Thought fictitious scenarios incorporating Yessenia and Shawn, issues that may negatively influence online learning experiences will be examined to determine the best approaches to resolving the issues in an online learning setting. There were four identified factors that can contribute to culturally and linguistically diverse students with disabilities online success and proper implementation of their rep: Collaborate with families, build relationship with student, familiarize yourself with students' IEP and exceptionalities, and professional development for online teaching.
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