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Tips for parents supporting students with significant cognitive disabilities at home.

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Helping Your Child with Writing at Home

This video describes practical ways to support students with significant cognitive disabilities as they grow in their writing skills. It also describes the types of supports a parent can ask for from a teacher or instructional team.

Helping Your Child by Checking Progress at Home

This video describes easy ways for parents to check on their child's progress in academics and behavior while learning at home. It also suggests ways to talk to the school about a child's progress and to ask for suggestions on changing the learning supports provided at home.

Helping Your Child with Routines at Home

In this video, we'll discuss three key points to consider in order to help your child with routines at home.

Helping Your Child with Communication at Home

In this video, we'll discuss three key points to consider in order to help your child with communication at home.

Helping Your Child with Math While at Home

In this video, we'll discuss three key points to consider in order to help your child with math at home.

Helping Your Child with the Foundations of Reading at Home

In this video, we'll discuss three key points to consider in order to help your child with Foundations of Reading at home.

Helping Your Child with the Foundations of Communication at Home

In this video, we'll discuss three key points to consider in order to help your child with the foundations of communication at home.

Helping Your Child with Academics

In this video, we'll discuss three key points to consider in order to help your child with academics at home.

Helping Your Child with the Foundations of Math While at Home

In this video, we'll discuss three key points to consider in order to help your child with the foundations of math while at home.

Helping Your Child with Reading at Home

In this video, we'll discuss three key points to consider in order to help your child with reading at home.

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The Parent Video Series supports families in understanding the important role that they have in teaching their children. The series offers ideas for how to support learning at home.

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Parent and Family Digital Learning Guide

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Parent and Family Digital Learning Guide

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US Department of Education

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Parents, educators, and researchers have asked these questions for years; they are even more relevant in light of the effects of the COVID-19 pandemic.

Is technology the answer to all of these questions? No, of course not. Technology is a tool. Technology, when used appropriately, can empower learning, engage and motivate students, and help make learning interactive. Students can benefit from educational technology because it can personalize instruction and adapt to their strengths and weaknesses. Today's digital tools and resources support and enhance learning at home and in the classroom. In some cases, a student's engagement with educational technology can help them develop communications and technical skills for their futures.

Digital tools (such as devices, apps, and platforms) can enable multiple places for your child to learn, help you and your child set clear and easy to understand learning goals, and track progress. These tools can also help facilitate communication between you, as your child's primary educator, and your child's other teachers, allowing you to work together toward ensuring success. To take full advantage of the potential of digital tools, your child will need access to a device and the internet (at home and at whatever school option you choose for your child). You are also responsible for guiding your child on how to use technology safely and appropriately. This guide provides resources to help you fulfill that responsibility. While having multiple options for access, devices, internet connectivity, and digital tools is the ideal, it is not the reality for everyone. This guide focuses on empowering you with information and resources to improve your child's opportunity for successful and safe digital learning.

The following sections explain three distinct benefits of digital learning. Digital learning can help meet the specific needs of your child, monitor your child's academic progress, and connect you and your child with your school community and beyond.

For decades, most American classrooms have taken a "one size fits all" approach to instruction, teaching to the average student and largely ignoring the uniqueness of each learner. Educational technology can move us toward meeting the needs of each student and providing support tailored to each student's strengths and interests.

To personalize learning, the learning experiences and resources provided should be flexible and should adapt to and build on your child's skills. You know your child best. Working with your child's teachers to help them understand your child's needs can contribute to their personalized learning. The sections below outline technology-based approaches that can help personalize your child's education.

Digital tools can provide multiple ways to engage your child in personalized learning. Learners can be motivated to learn in different ways, and a wide variety of factors can influence learning engagement and effectiveness. These include:

relevance (e.g., can my child imagine using this skill outside of school?),

interest (e.g., does my child get excited about this topic?),

culture (e.g., does my child's learning connect to the culture they experience outside of school?),

language (e.g., do the assignments that are given to my child help build vocabulary, especially if English is not my child's native language?),

background knowledge (e.g., can this topic be connected to something that my child already knows and can build upon?), and

differences in how they process information (e.g., does my child have a disability such as a specific learning disability (e.g., dyslexia, dysgraphia, dyscalculia), or a sensory disability such as blindness or visual impairment, deafness or hearing impairment? Or does my child have a learning difference that is not a disability, but that affects the way my child processes or accesses information?)

Effective digital tools can help accommodate your child's needs and preferences. Here are five ways that technology can be used to customize learning:

1. Choose your preferred learning environment. Digital technologies allow learning to take place synchronously with others (i.e., at the same time with you, a teacher, or other students), asynchronously (i.e., not at the same time), or both (i.e., with a mix of live interactions and assignments completed independently by each student based on their own schedule and pace). Learning can be organized for individual, small group, and whole class interactions, which may appeal to different learners' needs and preferences. As you consider schooling options for your child, the examples below may help you consider how synchronous and asynchronous learning approaches and activities may meet the particular needs and preferences of your child.
Examples of Synchronous Activities

A scheduled class in a school or online.

Live video conferencing with interactive participation.

A scheduled online live chat session.

Scheduled times (e.g., office hours) when teachers or tutors are available.

Examples of Asynchronous Activities

Completing assigned work independently.

Viewing a playlist of videos.

Engaging with learning software or online educational materials at a time and sequence of the student's choice.

2. Uncover new learning opportunities. Many digital tools can support partner or group work and facilitate feedback from peers and teachers. Such applications can also help your child find new things to learn. For example, many sources of information are available online, such as from museums and libraries, historical sites, scientific laboratories, and other sources from the web that support curiosity, inquiry, and research. These tools can also help your child access digital books, simulations, games, interactive content, and online explorations. We have listed several examples in the resources at the end of this section.

Support creative expression. Your child can learn to use digital tools for organizing, researching, writing, publishing, and creating media on topics that are important and interesting. Such digital tools can be used to help your child creatively think through solutions to challenging problems while fostering their abilities to communicate, collaborate, and otherwise develop their creative skills. Students can also keep their own personal portfolios, a record of their learning, and a blog or journal including reflections on their goals and learning progress.

Provide fast feedback. Technology can offer real-time assessment of learning and progress to inform and guide your child as they work. Such feedback enables your child to self-monitor and gives you, and your child's other teachers, information to know how to provide effective support.

Provide multiple means of interacting with content. Learners differ in how they best access, process, and comprehend information. Your child may need or benefit from special supports, for example:

If your child has a sensory disability (e.g., blindness or deafness), or;

If your child has learning disabilities (e.g., dyslexia, dyscalculia, dysgraphia), or;

If your child has another health impairment (e.g., attention deficit disorder, attention deficit hyperactivity disorder); or

If your child is an English learner, or;

If based on your child's unique cultural background and experiences, they may benefit when content and resources are presented in a variety of ways.

Technology that your child with a disability may use, referred to as assistive technology, may include software and systems that translate text to speech or speech to text, closed captions, translation tools, and resources available in multiple media formats such as text, audio, and video. Some of this technology can present content in shortened or lengthened formats to accommodate students who have limited attention spans or other disability-related needs.

Under federal laws that prohibit discrimination on the basis of disability, websites and apps used in schools must be accessible or, if necessary, schools must provide equally effective alternate access.

Accessibility
The Office for Civil Rights (OCR) at the U.S. Department of Education has recognized this definition: "'Accessible' refers to information or technology that, at a minimum, affords a person with a disability the opportunity to acquire the same information, engage in the same interactions, and enjoy the same programs and activities as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use."

Federal law also requires schools to provide support services for English learners: "Parents or guardians may choose for their child to receive services to learn English if their child is identified as needing these services. School districts and schools are required by federal law to provide these services. Schools must ensure meaningful communication with English learners."

Additionally, your child may differ in the ways that they can best demonstrate what they know. Your child may be able to express themselves well in written text but struggle with speech, or vice versa. Children may be able to show what they have learned through illustration better than following conventions of text on pages and margins. With the right tools and appropriate accommodations throughout the learning process, all students can have multiple means of accessing content and demonstrating content mastery.

Your child's personalized learning approach may also need to be addressed in your child's Individualized Education Program (IEP).6 The requirements for an IEP for eligible children with disabilities are contained in the Individuals with Disabilities Education Act (IDEA), and those same requirements do not apply to students who do not have a documented disability.

UNDERSTANDING YOUR CHILD'S PROGRESS:

COMPETENCY-BASED LEARNING

This section in 30 seconds

Your child masters content and develops skills at their own pace. Many children learn effectively when the support they receive is customized for each new skill. In a competency-based system, your child can be empowered to learn skills in a personalized manner and to take responsibility for and make more decisions in their own learning. As a result, your child may be more engaged and successful in their learning.

What is it? Competency-based learning (also known as performance-based, mastery-based, or proficiency-based education) is an approach in which the parent and teacher builds a structure around the difference in pace of each student. The learning is set up to help ensure that students progress after showing mastery of the skills and competencies. For example, rather than allowing only one week for all students to learn two-digit addition before moving on to a new topic, the expectation is that each student will be able to solve two-digit math problems using addition, and that they can work at their needed pace to demonstrate mastery.

In this approach, the learning environment supports the strengths, weaknesses, and unique abilities of each student who learns in different ways and at different paces. While each student is tracking their own progress, they are not alone in their learning. Students can work with their parents, peers and get support from members of their learning community. Technology can help parents and teachers provide the variety of support that each student will need to progress and help students know when they have gained a specific competency.

Goals of Competency-based Education at a Glance:

Your child progresses based on evidence of learning a concept, not the amount of time spent on that concept.

Your child is empowered to make learning decisions, including how to demonstrate what has been learned.

Assessment is a positive experience for your child and provides timely, relevant, and actionable information.

Your child receives different support based on their individual learning needs.

Strategies to ensure access for your child are embedded in the learning experience.

Expectations for learning are clear and measurable.

Why do some find competency-based learning beneficial? Competency-based approaches and systems value flexible learning environments where learning may happen at different times and in different spaces. The development of new skills can be independent of location, and students have the ability to pause or move ahead with their learning as needed.

CONNECT WITH YOUR COMMUNITY AND BEYOND:

DEVELOPING PARTNERSHIPS

This section in 30 seconds

Students are more engaged when parents and families are involved in education.9 Using digital learning resources provides new opportunities for your family to develop a strong partnership with your school or education provider. Technology can help you and your child stay connected to your local community, your child's school and teachers, and other parents and children.

Social emotional support from your local community

Emotions and social relationships are essential components of learning.10 In a national survey of parents related to COVID-19, the top concern for parents during school closures is that their child is missing important social interactions at school and with friends.11 Schools provide counseling services and community spaces and can play a pivotal role in the social development and mental well-being of your child.

If your school is providing instruction virtually or your child is learning from home, technology can help support social connections. Consider these examples of ways technology can help. You and your child could:

Hold a video conference to stay connected to teachers and peers. Take pictures of their work or their creations and share them with their teacher or classmates. They can get to know their teacher and classmates better by exchanging pictures, stories, and special memories.

Practice writing by sending letters and e-mails to friends and relatives.

Set up virtual playdates for your younger child, and make sure your older child has time to talk with friends.

Set up video chats with grandparents and other family members.

Social connections can reduce the impact of stress while also helping children develop communication, problem-solving, and empathy skills. For example, time with friends can help your child build relationships and talk with others who understand and relate to their feelings.

Learning resources and support from your learning community

Staying connected to school and learning communities will help parents and families while better supporting their children in their learning environment moving forward. Two-way communication with your child and their learning community can be essential. Your child's school, district, or education provider's website may include important updates and information. Your child's teacher may post assignments online or communicate them through email. You may seek to establish lines of communication with your child's teacher or education provider to ask questions and exchange information through phone, email, text messaging, or other means.

Virtual communication can help you:

Better understand your child's progress and different subjects they are learning.

Learn about opportunities from device distribution to enrichment programs to exam preparation.

Know right away if your child's teacher or education provider has identified any issues, academic or non-academic.

Share what you know works best to support your child with their teacher or education provider.

Ways you and your child's teacher might use technology to facilitate connections and collaboration include:

Having your child share projects and essays by creating a website or photo gallery.

Providing opportunities for your child to share experiences, engage in digital class discussions and small group work, and support one another.

Providing avenues for your child to share questions, comments, and concerns that are related to instruction, as well as those related to how they are feeling.

Making space for informal connections and personalized support by regularly scheduling a virtual meeting with you, your child, or both of you.

Technology for two-way family and school connections include the school website, video conferencing, phone, text messaging, email, online office hours, and online surveys.

Learning resources and support from beyond your local community

Technology can give your child opportunities to engage in research and problem-solving activities and to share ideas and collaborate on projects with other learners beyond those in their local community.

Access to virtual learning schools

You may identify and pursue a virtual learning option that meets the needs and requirements of your child. This option may include full courses that are self-paced, access to a virtual classroom that provides teachers, content, and assessments, or some combination. If your child's school is closed or the options that it provides do not meet the particular needs of your child, a virtual learning option may provide access to what your child needs to continue progressing in their
learning.

Virtual learning
Virtual learning refers to online learning that takes place outside of the school or brings what is outside of the school into the school. It uses an online environment to connect students who may be physically located in one place with a course or learning opportunity located somewhere else.

Along with private virtual learning providers, some states have online K-12 schools that are operated by the state or district. These options can be helpful during school building closures and at other times that meet the particular needs and requirements of your child. Online schools may offer courses that your child may not otherwise have in their schools, and, if necessary, can also help your child make up credits to continue toward graduation.

Part Two:

Enabling Digital Learning

To take full advantage of the benefits of digital learning, your child needs access to a personal learning device, such as a laptop, and access to the internet at home. While the hardware and software required on each device may vary based on your child's needs and their digital learning program, your child may generally need the ability to communicate reliably and safely with their personal learning device.

Ensuring access to a device and the internet can also facilitate a more seamless transition between school and home. Your child can access online platforms that record progress and provide digital learning activities and resources.

While having full access to devices and broadband connections is ideal, we know that isn't the reality for everyone. If your child has no device (or only a smartphone), limited internet access, or both no device and limited internet access, the sections below can help you find ways to obtain a device and connectivity for your child.

ENSURING YOUR CHILD'S ACCESS:

PERSONAL LEARNING DEVICES

You may have multiple options to access a personal learning device for your child:

Learn about available personal learning device options. There are multiple makes, models, and configurations of laptops, tablets, cameras, and software that can support digital learning. You, your child, or your school or education provider may maintain certain technical requirements and standards that affect your child's use of personal learning devices. Your school or education provider may or may not purchase personal learning devices for your child. Such devices may otherwise be made available to your child without cost or at reduced cost from your state or school district, from non-profit organizations, or from device manufacturers. Note though, that if your child has a disability and the device is required in order for your child to receive a free appropriate public education under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act of 1973, the device must be provided to your child at no cost to you and your child.

Learn about device distribution opportunities at your school or education provider. Reach out to your child's teacher or counselor to ask about access to a digital device, such as a laptop or tablet. Even if you already have a computer at home, each child should have their own reliable device so they can fully participate in digital learning when needed.

Get technical support. Ask your device provider, school, or education provider if and how they provide support setting up devices and thereafter. Your school or education provider may host virtual town halls or other events for parents and families.

Learning without a personal learning device. You may find opportunities for your child to learn without a device. Your child's teacher or local library may help you identify activities that your child can do without a screen so that your child can continue learning if a device is not available to them, and maximize meaningful use of screen time when a device is available.

ENSURING YOUR CHILD'S ACCESS:

INTERNET SERVICE

Streaming and downloading content and participating in video conferences requires a highspeed, reliable internet connection. Although many public spaces offer internet access, obtaining access at home is critical for supporting continuity of learning. If you do not have access to the internet to support your child's learning, some options may be available to you.

Discover school- or community-provided internet access. Some schools provide internet hotspots for students to check out, and some communities have open access to a community-based network. Check with your school and public library to learn about options in your community. The resources section below provides additional sources for finding internet access options in your community.

Learn about your internet access. If you already have service, make sure it can support the increased online activity and that you understand any data limits (if applicable).

ENSURING YOUR CHILD'S SAFETY, PRIVACY, AND RESPONSIBLE TECHNOLOGY USE

Know your rights and learn what information is being collected or shared about your child.

While federal, state, and local laws have been developed to protect your child's safety and privacy online, your child's safety and privacy also depends on your child's and the education provider's safe and responsible online practices. We offer the sections below as helpful places to start discussing internet security and privacy with your child, and to outline the federal laws that govern privacy and safety.

Security Settings

Turn on the security features on any device your child may use for learning activities. These can be found in the device's general settings under the privacy menu. These features can:

Restrict access to offensive or inappropriate content.

Require approval for downloads.

Limit time spent on certain apps.

For additional information on online safety concerns and ways of protecting your child online, see "Cyber Safety Considerations for K-12 Schools and School Districts."

Digital Citizenship

Talk with your child about how to be a responsible digital citizen. Remind your child that virtual communities are an extension of their classrooms and the same basic rules apply, such as treating others with respect. Let your child know that they should tell you, their teacher, or a family member if they or a classmate are being bullied or are worried about any troubling content, encounters, or activities online.

Password Management

Make sure you and your child have all the information to find their learning resources. Keep track of log-in and password information and URLs for each platform they use. Consider using a password manager in your internet browser, or keep passwords written down in a safe place. Change passwords regularly.

Video Conferencing

You may choose to talk with your child and your child's teacher if you aren't comfortable with your child using the video feature during virtual lessons. Many platforms allow you to use virtual backgrounds or images to protect the privacy of your home. If your child's teacher, school, or education provider plans to record a lesson or take screenshots during a lesson and you are uncomfortable, you may ask if your child can be off-camera or watch the recorded lesson later.

Privacy Policies

Keep in mind that your school or education provider may have different agreements with companies to protect the privacy of students, and checking with your school or education provider is always an important first step. Schools may use certain digital learning tools without your consent as long as the use of these tools aligns with state and federal law.

Federal Laws Governing Privacy and Safety: FERPA, IDEA, and COPPA

The Family Educational Rights and Privacy Act, known as FERPA, is a federal law that, among other things, generally prohibits FERPA-covered educational agencies (e.g., school districts) and institutions (i.e., schools) from disclosing personally identifiable information (PII) from the education records of a student without the prior written consent of the student's parent or the "eligible student" herself or himself (i.e., the student if he or she is 18 years or older or attends an institution of postsecondary education). 20 U.S.C. §§ 1232g(b), (h), (i), and (j), and 34 CFR Part 99, Subpart D. FERPA contains specific exceptions to this general consent requirement which are set forth in 20 U.S.C. § 1232g(b)(1)-(b)(3), (b) (5), (b)(6), (h), (i) and (j), and 34 CFR § 99.31. FERPA also generally provides parents and eligible students with the right to inspect and review their education records, and the right to seek to amend information in their education records that is inaccurate, misleading, or in violation of the student's rights of privacy. 20 U.S.C. §§ 1232g(a)(1)(A) and (a)(2), and 34 CFR Part 99, Subparts B and C. For more information regarding FERPA, please visit the U.S. Department of Education's Student Privacy Policy Office's website at https:// studentprivacy.ed.gov. Of note, the U.S. Department of Education recently released guidance to parents on FERPA in April 2020 titled, "The Family Educational Rights and Privacy Act: Guidance for Parents," which is available at https://studentprivacy.ed.gov/ sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf.

The Individuals with Disabilities Education Act (IDEA) also contains confidentiality of information provisions that protect PII in the education records of children with disabilities. 20 U.S.C. § 1417(c) and 34 C.F.R. §§ 300.610-300.626. IDEA also generally provides parents with the right to inspect and review their child's education records, and the right to seek to amend information in their child's education records that is inaccurate, misleading, or in violation of the student's rights of privacy. IDEA's confidentiality provisions generally require parental consent for disclosure of PII in education records, to parties other than officials of participating agencies, and generally incorporate the FERPA exceptions to the prior written consent requirement. Note that the IDEA confidentiality of information provisions incorporate some of the FERPA requirements but also include several provisions that are specifically related to children with disabilities. More information about IDEA and FERPA confidentiality provisions is available at https://studentprivacy.ed.gov/resources/ferpaidea-cross-walk.

The Children's Online Privacy Protection Act (COPPA) generally gives parents control over what information is collected about their children online. Under COPPA, schools may, in certain circumstances, provide consent on behalf of parents to the collection of student personal information. The Federal Trade Commission recently clarified that "schools can consent on behalf of parents to the collection of student personal information-but only if such information is used for a school-authorized educational purpose and for no other commercial purpose. This is true whether the learning takes place in the classroom or at home at the direction of the school." More information about COPPA is available at https:// www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-techcompanies-schools-during-coronavirus.

HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE FOR CIVIL RIGHTS

Educational institutions have a responsibility to protect every student's right to learn in a safe environment free from unlawful discrimination and to prevent unjust deprivations of that right. The Office for Civil Rights (OCR) in the U.S. Department of Education enforces several federal civil rights laws that prohibit discrimination on the basis of disability, race, color, national origin, sex, and age in programs or activities that receive federal financial assistance from the Department of Education. OCR also has responsibilities under Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance.

Discrimination on the basis of disability is prohibited by Section 504 of the Rehabilitation Act of 1973 and, as noted above, by Title II of the Americans with Disabilities Act of 1990.

Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person's limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).

Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972. This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).

Discrimination on the basis of age is prohibited by the Age Discrimination Act of 1975.

Anyone may file a complaint with OCR. The person or organization filing the complaint need not be a victim of the alleged discrimination but may file on behalf of another person or group. You may file a complaint by mail or fax with the appropriate regional office ( https://www2.ed.gov/ about/offices/list/ocr/addresses.html), by email ( ocr@ed.gov), or by using OCR's electronic complaint form ( https://www2.ed.gov/about/offices/list/ocr/complaintintro.html). Generally, a complaint must be filed within 180 calendar days of the date of the alleged discrimination. More information about OCR is available at https://www.ed.gov/ocr.

LEGAL DISCLAIMER

This document contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.

ENDNOTES

1. Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-school/ instructional-strategies/personalized-learning-what-you-need-to-know/

2. Unless otherwise noted this guide does not address schools' responsibilities to provide services or modifications to students with disabilities under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, or Title II of the Americans with Disabilities Act (ADA). Information about the IDEA is available at https:// osepideasthatwork.org/. Information about Section 504 and Title II is available at https:// www.ed.gov/ocr.

3. Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II).

4. Resolution Agreement: South Carolina Technical College System, OCR Compliance Review No. 11-11-6002.

5. English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/ family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

6. Note that a student's personalized learning approach may also need to be addressed through the services and modifications provided to students with disabilities under Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. § 104.33.

7. The parents of a child with a disability have the right to request an IEP team meeting at any time to review the child's IEP and revise it, if appropriate.

8. Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

9. Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says. Understood. Retrieved from https://www.understood.org/en/school-learning/foreducators/partnering-with-families/family-engagement-and-student-success

10. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_ FINAL_web.pdf

11. Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students, Parents, and Schools [Webinar]. Retrieved from https://bealearninghero.org/ research/

12. Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/researchand-innovation/ten-trends/2013/virtual-learning/

REFERENCES

English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

Family Educational Rights and Privacy Act. (2020, April). Guidance for Parents. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf

Federal Trade Commission. (2020). Children's Privacy. Retrieved from https://www.ftc.gov/tipsadvice/business-center/privacy-and-security/children%27s-privacy

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_FINAL_web.pdf

Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says.
Understood. Retrieved fromhttps://www.understood.org/en/school-learning/for-educators/partnering-with-families/family-engagement-and-student-success

Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students,
Parents, and Schools [Webinar]. Retrieved fromhttps://bealearninghero.org/research/

Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructionalstrategies/personalized-learning-what-you-need-to-know/

Schifferle, L. W. (2020, April). COPPA Guidance for Ed Tech Companies and Schools during the
Coronavirus. U.S. Federal Trade Commission. Retrieved fromhttps://www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-tech-companies-schools-during-coronavirus

Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/research-andinnovation/ten-trends/2013/virtual-learning/

ACKNOWLEDGEMENTS

This work was developed under the guidance of senior staff in the U.S. Department of Education, Office of Educational Technology, with technical support from Jessenia Guerra, Kevin Johnstun, and Maile Symonds, and contributions from Digital Promise and Learning Heroes.

The team extends their thanks to a Technical Working Group of education leaders and researchers who provided valuable insights and examples from their experience (listed in alphabetical order by last name):

Jose Blackorby, CAST

Jered Borup, George Mason University

Linda Burch, Common Sense Media

Jon Deane, GreatSchools

Bruce Friend, Pine Springs Preparatory Academy

Pete Just, Metropolitan School District of Wayne Township

Trynia Kaufman, Understood

Sarah Pottle, The New Teacher Project

Beth Rabbitt, The Learning Accelerator

Julia Rafal-Baer, Chiefs for Change

Justin Reich, Massachusetts Institute of Technology

Valerie Truesdale, American Association of School Administrators

Amelia Vance, Future of Privacy Forum

Casandra Woodall, International Society for Technology in Education

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Parent and Family Digital Learning Guide - Office of Educational Technology

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Share this Report Parents, educators, and researchers have asked these questions for years; they are even more relevant in light of the effects of the COVID-19 pandemic. Is technology the answer to all of these questions? No, of course not. Technology is a tool.

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This resource offers tips to support your child's learning at home during the COVID-19 pandemic.

Este recurso también está disponible en español: Padres: Apoyo del aprendizaje durante la pandemia del COVID-19.

Note: Getting around an IRIS Module is a snap. Click on the 1 in the graphic below to begin. Then follow the links at the bottom of each page or on the left side of your screen.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2021 Vanderbilt University. All rights reserved.

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Parents: Supporting Learning During the COVID-19 Pandemic

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This resource offers tips to support your child's learning at home during the COVID-19 pandemic. Este recurso también está disponible en español: Padres: Apoyo del aprendizaje durante la pandemia del COVID-19. Note: Getting around an IRIS Module is a snap. Click on the 1 in the graphic below to begin.

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Copyright © 2014-2020 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice. Understood is a nonprofit initiative. Understood does not and will not take money from pharmaceutical companies. We do not market to or offer services to individuals in the European Union. For more information, please review the Terms and Conditions.

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The National Center on Improving Literacy is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

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Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.

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Family Guide to At-Home Learning | CEEDAR

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This page provides an overview of family guides for at-home learning.

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Resources and Practices that Support BTS for SWD

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Resources and Practices that Support BTS for SWD

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OSEP

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State of Idaho

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NCII

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National Center on Intensive Intervention

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Implementation of Mathematics Lesson: Grandparent Example

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YouTube

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#Stayathome - Numberblocks Level One | All the Best One Moments! | #HomeSchooling

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YouTube

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Alphablocks - Full Episode | Series 1 Episode 1

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Vroom.org

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Science-backed early learning for children from birth to age 5.

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Vroom helps you add science-backed early learning moments to mealtime, bathtime, bedtime or anytime. By helping your child learn now, you get them ready for school, friends and life.

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Bedtime Math

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Bedtime Math – We inspire kids to love math so they embrace and excel at it.

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Practices and Resources to Support Parents and Families

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Practices and Resources to Support Parents and Families

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IDEAS that Work

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CEEDAR

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Transform Challenging Behavior

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Affinity Consulting

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Being a working parent in the midst of a one-in-a-lifetime pandemic isn't exactly easy. It's tough to maintain your Zen when you're worried about working, homeschooling and keeping your family safe and sane. Especially when your kids crash a Zoom call with your boss to wail about how the iPad stopped working. Or to ask for a snack-for the fourth time in the past hour.

Even the most mellow of working moms have snapped under these conditions. (Raises hand.) If you've struggled to be patient with your children in the past couple of months, might we suggest a behavior chart? No, not for the kiddos (although, be our guest), but for you, Mom.

That's right. You might want to print this hilarious "Parent's Chart," with a list of actions that includes, "hugged my kids for no reason," "took a calming breath before talking," and "showed GRACE to my kid when they got upset," among others.

Then, give yourself a sticker every time you show good behavior!

The chart was first shared on Facebook by Affinity Consulting, an educational consulting agency for children and teens with special needs and their families, and it quickly went viral with over 26K shares. "It's a check-in to remind you that your kids take their lead from you," the post is captioned. "Just like we help the kids track what they are doing here is one for you. You can put whatever is important to you on your list. Writing it down and posting it will help you remember it in the moment when you are not at your best, cause you are human and trying to navigate this new reality."

Though the concept is pretty funny, the point is well taken. As moms, we're always working hard to keep our kids happy-but sometimes we also need to check in on our own mental health. As the chart suggests, sometimes we need to be silly, sometimes we need to do something just for ourselves and sometimes we need to apologize when we've made a mistake. Remember, you're a mom, not a martyr. Don't forget to give yourself a treat when you've filled your chart with stickers. You've earned it.

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This COVID Behavior Chart for Parents Is Hilarious But Also Brilliant

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Being a working parent in the midst of a one-in-a-lifetime pandemic isn't exactly easy. It's tough to maintain your Zen when you're worried about working, homeschooling and keeping your family safe and sane. Especially when your kids crash a Zoom call with your boss to wail about how the iPad stopped working.

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These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons.

Implementation of Reading Lesson: Parent Example

Implementation of Mathematics Lessons: Grandparent Example

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Using Sample Lessons to Support Continuity of Learning During COVID-19: Tips for Parents

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These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.

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STAR Autism Support

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Using a computer and navigating the internet can be challenging for children with autism and other developmental disabilities. Utilize these resources to support independence during computer-related routines while encouraging safe technology use and internet navigation.

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STAR Autism Support

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CSU Alumni Association

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Temple Grandin reads her book, Temple Did It, I Can Too!"

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Resource Collection for Dealing with Covid-19

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Resource Collection for Dealing with Covid-19

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SMORE

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Dealing with Covid-19 - Resources for Special Educators, Therapists, & Families by Carole Zangari

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It's time to go back to school! The first day of school is a fun time filled with new friends, teachers, and adventures. We've been busy creating lots of new things to color, cut, trace and solve.

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Thousands of printable coloring pages, worksheets, and mini books. Customize and create your own original pages for free.

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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Practice addition, multiplication, fractions and algebraic reasoning with our popular math games. Discover fun learning games kids love to play.

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SBSK

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Interviews that are intended to create a more inclusive world. SBSK started when I was a teacher for students with disabilities. Originally intended to be a book written by my students, SBSK soon grew to be video interviews of disabled people of all ages and diagnoses. Since our beginning in 2015, I have interviewed hundreds of people across the world while providing over $1,300,000 to those featured on this channel through a combination of grants and fundraising. Starting in 2016, SBSK is now a 501(c)3 organization that seeks to normalize the diversity of the human condition under the pillars of honesty, respect, mindfulness, positivity and collaboration. This multi-media movement supports the acceptance and inclusion of all members of the neurodiverse/disability community regardless of diagnosis, age, race, religion, income, sexual orientation, gender or gender expression. -Chris

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PrAACtical AAC

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Parent Center Hub

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PROGRESS Center - includes Virtual IEP Tip sheet and more...

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PROGRESS Center - includes Virtual IEP Tip sheet and more...

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American Institute for Research (AIR)

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Cosmic Kids Yoga

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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YOGA | MINDFULNESS | RELAXATION FOR KIDS! Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/ 🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids 🖥️ Desktop (great for teachers!): https://app.cosmickids.com/ 📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App?

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SpEd with Pat

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PIZZA TIME! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker)

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SpEd with Pat

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WIPE IT CLEAN! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker)

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SpEd with Pat (Music)

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ANDY'S SONG STORY! Educational Music Exploration Video for Students with Autism & ID (w/Boardmaker)

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Edutopia

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Occupational therapists and trauma-informed teachers weigh in on how to create sensory tools and spaces with what you have at home.

The coronavirus pandemic has upended all students' day-to-day routines, but has created particular disruption for students with special needs, sensory processing disorders, and kids who have experienced trauma who rely on the structure of school to stay grounded. Creating an at-home sensory space and sensory tools that resemble the supports students received in school can help kids during this transition, easing them out of a meltdown or giving them a much-needed break before one starts.

We asked trauma-informed and special education teachers, occupational therapists, and other service providers for their advice on creating at-home sensory spaces and activities, making sensory tools from common household items, and the best practices for meeting kids' sensory needs. We share their recommendations below.

Dedicate Space at Home

While some schools have entire rooms dedicated to sensory activities for students, most families don't have a lot of extra space on hand. Occupational therapists emphasize that families should not stress about the size of the space-even a corner of a room with a box of sensory items will work. The important part is making sure the space-and any tools-are individualized to each child.

Be Mindful of Distractions: When determining a space, it's important to be mindful of the surroundings, says Krista Stephens, an occupational therapist at an elementary school in South Carolina. Clutter and patterns or decorations on walls can be distracting, particularly for a child with sensory processing difficulties. Children can also easily be affected by light and noise, so caregivers should make sure the space is free of things like a TV or harsh lighting.

Make It Theirs: Household objects can also be used to make spaces more secluded, Stephens adds. Build a homemade tent with two pieces of furniture and a blanket, for example, or cut up a cardboard box to make a "desk shield" to put around a child's work area. You can even create an under-the-table hammock by tying a sheet's diagonal corners at the top of a dining room table for a private nook.

Add Comfort and Personal Touches: Adding inexpensive throw rugs, blankets, yoga mats, lounge pillows, and floor pillows can help designate and personalize a corner or space of a room, while bean bag and portable camp chairs can let kids move their seating based on their mood.

Create Homemade Sensory Tools

Sensory tools-tactile objects that help release or redirect energy-are an essential part of meeting a child's sensory needs and helping them calm down and regain focus. Parents and caregivers don't need to spend money on tools for their home, according to special education teachers and therapists from Meriden Public Schools in Connecticut- a district known for their special education services -that shared ways to make them out of household objects.

Set Up a Sensory Bin: Sensory bins, or any container filled with items that stimulate one or more of the five senses, offer a relaxing, low-demand activity for children, and can be made by filling a container with items like dry beans, rice, or pasta, and cotton balls, for example. Add tools like measuring cups, sifters, and shovels to encourage kids to explore. For an added element of fun, you can make colored rice with your kid using a bag of store-bought rice and food coloring.

Make Slime: There are a number of ways to make "slime," a gooey substance that kids with sensory processing disorders (and really any child) like to play with. One recipe: put an egg white into a bowl, stir it, and mix it with a little dish soap, then refrigerate it for 10 hours.

Build a Sensory Bottle: Fill a water bottle stripped of labels (Voss glass bottles works best) with small items like rice, beans, seeds, sprinkles, sand, or rocks to make different sounds. Another kind can be made using materials like beads, glitter, and marbles-then add water, a few glycerin drops, and put super glue on the rim to seal the cap on. These bottles help kids calm down by focusing on the movement inside the bottles.

Support Fine Motor Skills With Generic Products: Items you already have in your home can also easily be repurposed as sensory tools. Spray shaving cream on the kitchen table and let your kids spread it around, draw images, or write words and numbers to release energy while boosting fine motor skills. You can also let your kids rip, fold, and crinkle different types of paper such as wrapping, tissue, and magazine paper.

Set Up Sensory Activities

When your child gets overwhelmed, have them take a break with a sensory activity depending on what they need-to release energy, calm down, or be alone.

Create a Sensory Path: Sensory paths, or a path made with common items like cut-out arrows, pillows, and furniture, can prompt your kid to walk, bend, and hop, which will help to regulate their bodies and transition them to the next activity. Go through the obstacle course with your child beforehand, so they'll know what to do when.

Get Physical: Simple activities like bouncing on an exercise ball or doing bear crawls and crab walks meet the need for releasing energy, says Caley Kukla, a child development and behavior specialist based in Florida. Monica Keyser, a school district occupational therapist in California, also recommends "heavy work," or activities that involve using a child's muscles like pushing furniture into new arrangements or pulling a laundry basket filled with heavy items down a hallway.

Add Pressure: Some children benefit from feeling pressure on their body, which helps activate their parasympathetic response, lowering the heart rate and reducing stress. Other than a simple hug or squeeze, children find "burrito rolls" relaxing, aptly named for looking like a burrito once rolled up inside a blanket or sheet, says Hanan Huneidi, a teacher who works with students not well served by mainstream schooling. You can also have a child sit with a set of heavy books in their lap or make a weighted lap pad by filling a large sock with rice.

Inhale, Exhale: Conducting breathing exercises and simple movements in a child's sensory space is an easy way to release stress from the body and calm the mind, says educators at Meriden Public Schools. Your child can practice mindfulness activities like deep breathing and tapping, and even making silly sounds which can be especially helpful for kids who are hypo-sensitive or under-reactive to their environment. You can also have your kid breathe in and out guided by an expanding and contracting rainbow pinwheel in this video.

Provide Soothing Stimuli: Don't forget that simple things like giving a child a warm bath or drinking a cup of hot tea can provide the soothing effect many children need to calm down, say educators. Brushing a child's skin lightly with a soft-bristled brush or passing ribbon over their arm, leg, or back can achieve a similar effect, adds Sarah Kesty, a middle school special education teacher.

Remember Best Practices

Parents and caregivers also need to provide guidance and structure to help children understand when and how to use sensory tools/spaces. For starters, they should be mindful of their child's triggers and unique sensory needs-whether they need less or more stimulation, for example.

Model Behavior: Children look to adults for how to model their own behavior, says Lori Desautels, a trauma expert, so it is critical for adults to make sure they exhibit calm behavior-even if they don't feel that way-when dealing with a child who is frustrated and in need of soothing. Adults should also model how to request and use sensory areas/tools so a child understands what to do before they are in the midst of a meltdown.

Notice the Signs: A child may get stressed out or even meltdown when asked to do an activity they don't want to do, or as they transition to something new. Physical behaviors like rocking, fidgeting, or being clingy might indicate a child is subconsciously trying to calm themself down, says Stephens. Adults should watch for these signs, then encourage their children to use their sensory supports before things get out of hand.

Provide Structure: Timers can help give children structure and motivation to focus, says Huneidi. If a child is struggling to pay attention, suggest blocks of time or work (like 15-20 minutes) followed by a sensory activity or use of a sensory tool. It can also be helpful to identify keywords and cues your child can use if they feel overwhelmed.

Offer Breaks: Try to offer sensory breaks before a child is having a meltdown, emphasizes Desautels; that way, sensory breaks are not thought of by the child as a punitive measure. By giving a child a sensory tool in advance of the meltdown, the child is more likely to regain focus and regulation more quickly on their own.

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DIY Ways to Meet a Child's Sensory Needs at Home

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Occupational therapists and trauma-informed teachers weigh in on how to create sensory tools and spaces with what you have at home.

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Easy Parent Activities to support Social-Emotional development for your child

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Easy Parent Activities to support Social-Emotional development for your child

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Free downloads available

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This searchable Resource Library has free tip sheets, infographics, parent handouts, articles, and presentations on implementing ASQ-3, ASQ:SE-2, and SEAM.

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YouTube Channel

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Lemon Lime Adventures

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A Fabulous Solution for Calming Yourself, Your Child and Your Family "Dayna is so enthusiastic and dedicated to assisting others with the very struggles we all encounter with our children. I'm UK based and using her calm the chaos workshop just now which is epic! Amazing advice and oodles of understanding and support. She is so spot on. Connect. Understand. Empower. If you are looking for help, here is a fabulous solution for calming yourself, your child and your family. Thank you Dayna x" -- Rachel Waugh

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Lemon Lime Adventures- Out of the Box Parenting Made Simple

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A Fabulous Solution for Calming Yourself, Your Child and Your Family "Dayna is so enthusiastic and dedicated to assisting others with the very struggles we all encounter with our children. I'm UK based and using her calm the chaos workshop just now which is epic! Amazing advice and oodles of understanding and support.

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Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes - Broadcast Series March - June 2017

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Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes - Broadcast Series March - June 2017

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ECTA & DaSY Center

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The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. These partnerships in a child's early years lay the foundation for achieving the long-term intended outcomes for children/students with developmental delays and disabilities articulated in the Individuals with Disabilities Education Act (IDEA). The series features discussions of the role that data play in strengthening family-professional partnerships. Suggestions and resources for designing personnel and family development activities to support partnerships are also shared.

Target Audience

This series is unique in addressing the knowledge-building and technical assistance needs of both practitioners and families. The webinars are intended for:

EI/ECSE state staff (e.g., Part C and 619 Coordinators, PD/TA staff)

EI/ECSE family leaders

Parent center/organization staff

IDEA State Interagency Coordinating Council/State Advisory Panel representatives; and

Other early childhood leaders and stakeholders committed to strengthening family-professional collaboration in programs that serve young children with developmental delays and disabilities, and their families.

Session 1: Getting to the Bottom Line of Family Engagement

Wednesday, March 29, 2017, 3-4 PM EDT

In the first session, presenters discuss the meaning of family engagement by sharing the results of a synthesis of key policies, frameworks, and the DEC Recommended Practices on family engagement, including related principles of IDEA. They address the essential role of systems supports for ensuring local implementation of effective family engagement practices.

Session 1: Resources

Session 2: Enhancing Trusting Partnerships at the Systems and Practice Levels: Reciprocal Opportunities for Professionals and Families

Thursday, April 20, 2017, 3-4 PM EDT

In the second session, the presenters focus on the nature of trusting partnerships among professionals and families. They describe six research-based partnership principles, and emphasize the practices that professionals and families should demonstrate when implementing the principles. Tools for measuring partnerships and family engagement are also discussed.

Guest presenters include staff from the National Center on Parent, Family, and Community Engagement and early childhood partners from Iowa discussing some of their program improvement efforts.

Session 2: Resources

Session 3: Infusing Partnership Principles and Practices into Family Engagement Activities

Wednesday, May 24, 2017, 3-4 PM EDT

In Session 3, the presenters highlight quality practices that enable practitioners and families to develop and strengthen trusting partnerships. Guests from the field speak to their experiences with implementing the practices. Resources for designing related personnel and family development activities are shared.

Session 3: Resources

Session 4: More on Infusing Partnership Principles and Practices into Family Engagement Activities

Wednesday, June 21, 2017, 3-4 PM EDT

The facilitators and guest presenters continue their discussion on effective practices that enable practitioners and families to develop and strengthen trusting partnerships by focusing on three additional types of family engagement. The webinar series concludes with a connection back to the principles and long-term goals of IDEA, and a state example of systems level data-informed decision-making for supporting the implementation of effective family engagement practices.

Session 4: Resources

in collaboration with:

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ECTA Center: Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes

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The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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How Parents can Avoid Power Struggles - Visme is the Swiss Knife for creating Awesome Visual Content and effective story telling.

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Looking for resources to help minimize problem behavior? Check out the Behavior Padlet.

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.

You will learn:

This toolkit includes:

Explore More Toolkits

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills. You will learn: This toolkit includes:

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.

You will learn:

This toolkit includes:

Explore More Toolkits

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills. You will learn: This toolkit includes:

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PrAACtical AAC

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life.

Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series. Here are some helpful resources for those who are using the words in Set 1 ( ) or Set 2 ( Year of Core Words Another Year of Core Words ). If you are contemplating this approach, feel free to jump in at any time. The best time to start (or re-start) is right now. Don't worry about retracing steps, or not 'doing it right.' The best way to get better at core vocabulary instruction is just to keep at it. It takes time, practice, and a willingness to keep at it.

Our words for this month are as follows.

Set 1: all, down, good, little, my, question, sad, she, turn, up, who, why

Set 2: bathroom, car, child, confused, green, hard, how much, man, mean, never, part, remember, sister, so, today, us

Core words can be used in a wide range of contexts and activities. Click on the links for more concrete information about how to use each of these to build communication.

A great many thanks to our colleagues Barbara Fernandes, Rachael Langley, Lisa Timm, Nancy Inman, Brian Whitmer, Russell Cross, Gail Van Tatenhove, Allison Wade, Heidi LoStracco, Bill and Lori Binko, Eric Sailers, and all the others who have contributed to this effort.

Reading is a great way to build in some extra core word practice. If you like reading with your prAACtical pals, we have some book suggestions. The following list is for Set 1 words.

A House for Hermit by Eric Carle Crab: good, little, question, sad, turn, up

It's Mine! by Leo Lionni : all, good, little, my, turn, who, why

The Heart and the Bottle by Oliver Jeffers: down, good, little, question, sad, she, why

The Napping House By Audrey Wood: all, down, little, she, up, who, why

Turn Off That Light! By John Crossingham: down, good, little, turn, who, why

May Calendar
Rachael Langley's wonderful core word calendars have been showing up on bulletin boards and refrigerators around the globe. She has lots of fun and easy ideas for our May words. (Click on the image to download the calendar for Set 1 words.)

Need some ideas for ways to target the May vocabulary beyond the single word level? Lisa Timm has some suggestions for us.

You can print out these sentences and the Set 2 calendar here.

Need even more ideas? Rachael Langley took care of that, too. (Click here or on the image below.)

This post was written by Carole Zangari

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PrAACtically May - AAC Resources for A Year of Core Words: The Learn-at-Home Edition

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life. Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series.

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IPUL

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Idaho Department of Health and Welfare COVID-19 Hotline

IDAHO COVID-19 HOTLINE
888-330-3010

For the full text of the post click here

When you're isolated at home, feelings
of anxiety, loneliness, or worry may become
overwhelming. Experiencing these feeling is
common during times of heightened stress.

Don't be afraid to reach out. We're here to help!

The Department of Health and Welfare has
opened an Idaho COVID-19 Hotline with an option
for behavioral health.

IDAHO COVID-19 HOTLINE
888-330-3010

We offer anonymous and confidential assistance for all, no matter your situation.
If you are experiencing any type of distress from feeling overwhelmed or isolated,
a mental health challenge, substance use disorder, or if you are seeking resources
during this difficult time, please reach out!

We have trained professionals ready and available to talk with you and assist you
in accessing the mental health and substance use disorder services you need.

Resources for Idaho Residents
Idaho Care Line: call 2-1-1 or visit www.211.idaho.gov
Idaho Suicide Prevention Hotline: call 2-1-1 or 208-398-4357
Optum Idaho Member Crisis Line: call 855-202-0973

The Stay Home Order Has Been Amended - Extended Until April 30, 2020.

To see the amended stay home order click here. Click here to hide the stay home order again
GUIDANCE FOR GOVERNOR BRAD LITTLE'S
AMENDED STATEWIDE STAY-HOME ORDER Order updated on April 15, 2020 | Effective through April 30, 2002
Facilities & services can open for curbside & delivery
Any facility or service (including formerly "non-essential" businesses) can begin to operate via curbside services, drive-in, drive-through pickup, mailed services or delivery services.
Must remain closed: indoor gyms, recreational facilities, nightclubs, bars, entertainment venues, convention centers, hair and nail salons, public events and gatherings, dine-in restaurants (drive-thru, carry-out, delivery to continue), and other facilities and services not included in "essential" businesses as defined in order.

Out-of-state travellers limited
Non-residents must self-quaratine in Idaho for 14 days after coming into the state.
Does not apply to those performing essential services or those who live in one state and work or gain essential services in another state.

Continue to self-isolate
ALL residents of Idaho must self-isolate and stay and work from home as much as possible, unless you work in healthcare, public safety or an identified "essential business" as defined in order.
Residents can leave homes to obtain or provide essential services. People at higher risk (over 65 and/or healthcompromised) should avoid leaving their homes.
Employers that do not provide essential services as defined in order must take all steps necessary for employees to work remotely from home.

Ramp up personal hygine
Practice social distancing, wash hands, don't touch your face, clean high touch surfaces, cover coughs and sneezes, and do not shake hands. Wear protective face coverings in public places and gloves as necessary.

"Essential" facilities & services still open
Grocery stores, healthcare facilities, gas stations, pharmacies, essential state and local government functions,
laundromats/laundry services, financial institutions, residential and home-based care, veterinary services, hardware stores, limited child care for essential workers, infrastructure, and other businesses essential to the safety and well-being of the residents as defined in the order remain open. Restaurants open but only for drive-thru, carry-out, or delivery.

Limit public transit & travel
Only to provide or obtain essential services. Idaho residents continue to cease all non-essential travel.

No gatherings
Limit all non-essential gatherings of any number of individuals outside the household.

Outdoor activity OK
Outdoor activity is not prohibiited but residents should keep distance of 6-feet from others not in their household.
Amended Order in effect through April 30, 2020
Governor Little and public health officials will reassess before April 30, 2020
Final Amended Statewide Stay-Home Order available at cornoavirus.idaho.gov After April 30
Governor Little also said "non-essential" businesses should prepare to reopen after April 30 as long as they prepare operational plans over the next two weeks to:

- maintain social distancing for staff and patrons
- provide adequate sanitation and protective coverings for employees, vendors, and patrons
- offer curbside and pickup delivery
- limit number of people in business at a time
- direct flow of people in the operation
Criteria for opening will be posted to coronavirus.idaho.gov when completed.

This excludes some "non-essential" businesses where people simply cannot safely social distance, such as nightclubs, bars, and restaurants for dine-in; indoor gyms and recreational facilities; hair and nail salons; convention and entertainment centers; and public events and gatherings.

He noted that may not occur if there is an upward trend of severe COVID-19 cases in Idaho between now and April 30.

Full information about this order is available here: https://coronavirus.idaho.gov/statewide-stay-home-order/

View a PDF of the order here.

View Frequently Asked Questions on the order here.

View list of Essential Services and Businesses here.

View Additional Guidance on the order here.

Idaho State Board of Education updates 'soft closure' until the end of the school year, has approved criteria for schools to resume normal operations.

See the full text by clicking here click here to collapse the article text

April 16, 2020: BOARD APPROVES CRITERIA FOR SCHOOLS TO RESUME NORMAL OPERATIONS

Idaho State Board of Education Minimum Re-entry Criteria:

1. No statewide or local social distancing restrictions, including stay-home orders or extensive closures of businesses are in place.
a. Exceptions to the soft closure should continue to be considered for staff and student needs, on a case by case basis as determined at the local level (e.g. small groups of students that can be distanced in a way that meets the social distancing criteria for the purpose of proctoring exams or working one-on-one with special education students, as long as the school district or charter school has sufficient capacity to maintain hygiene and sanitation).

2. The peak of the state infection curve has passed, as determined by the State Department of Health and Welfare, and a minimum 14 days have passed from the identified peak. In those instances where local community spread has occurred, the local infection curve will be evaluated for determining the 14 consecutive days. School districts and charter schools located in counties that have experienced no community spread at the time state restrictions are lifted may have the 14 consecutive days criteria waived with approval by the local public health district.

3. Approval by the local public health district, after review of school district and charter school cleaning and disinfection protocols.

Read the full press release: https://boardofed.idaho.gov/resources/board-approves-criteria-for-schools-to-resume-normal-operations/
4. Re-entry plan approved by the local board of trustees identifying minimum school protocols (see list below).

Required Minimum School Protocols:

a. Cleaning and disinfection protocols.
b. Identify a plan for vulnerable staff and students with special emphasis on people over age 60 and those who are medically vulnerable.
c. Identify and plan for staff duties which require close contact.
d. Absenteeism plan for staff and students whose parents do not feel comfortable returning their student to school and for students who show symptoms of the coronavirus.
e. Communications plan for informing parents and staff of the school district and charter school response plans, protocols, and policies to manage the impact of the coronavirus.
f. Verify point of contact of each school district and charter school for effective communication and collaboration with the local public health officials.
g. Reopening plans are reviewed in consultation with local public health officials.

These re-entry criteria are subject to change in order to adapt to changing circumstances. Additional criteria will be developed for a fall start of the school year, based on conditions at the time.

The State Board voted unanimously to approve the criteria.

This is a link to the pdf of the order - the criteria starts on page 14.

Classroom IDAHO: Learn At Home

Click here for full information

Thousands of Idaho students don't have a computer at home or a way to connect to the internet so they can learn remotely during this coronavirus pandemic. But nearly every family in Idaho has a television set and can watch Idaho Public Television. That is where IdahoPTV's "Classroom Idaho: Learn @ Home" programming can connect these students with certified Idaho teachers so that they can finish learning for the balance of this school year.

Beginning April 20, Idaho teachers will provide instruction to students in grades 3, 4, 5 and 6 via Idaho Public Television's CREATE channel (one of our five free over-the-air broadcast channels).

Third grade instruction begins at 8am MT/7am PT, and will repeat at Noon MT/11am PT; 4th grade instruction begins at 9am MT/8am PT; 5th grade instruction begins at 10am MT/9am PT and 6th grade instruction begins at 11am MT/10am PT. The instruction will be aligned with what the students would be learning if they were still attending their brick-and-mortar schools.

The same lessons will also be available in playlists for students with connectivity at IdahoPTV's YouTube channel.

Over the air channels include 26.3 in the Panhandle, 10.3 in Eastern Idaho, 4.3 in the Treasure Valley, 12.3 in the Paluse Camas Prairie, and 13.3 in the Magic Valley/Wood River.
On Cable it is found on Sparklight Channel 45, Cox Cable 114, TDS Telecom 47, Xfinity/Comcast 318, and Time Warner/Spectrum 1276.

IdahoPTV's over-the-air broadcast channels are free to receive. All you need is an antenna. Our signal is available to over 99 percent of the households in Idaho. For information on where to find our CREATE channel and other free channels in your area, or how to re-scan to find our channels, visit our website.

Our full channel lineup is also available on many major cable outlets around the state. Check with your local cable provider.

Idaho Public Television General Manager Ron Pisaneschi shared the station's enthusiasm for the project noting that "We are pleased to partner with the State Department of Education and Idaho Business for Education to use the power of public television to deliver these lessons to students in homes throughout Idaho. PBS has always been America's largest classroom, but now we are bringing Idaho's teachers and their lessons directly into students' homes."

" Idaho Business for Education is working during this epidemic to get computers and internet connectivity to as many students as possible who don't have these resources at home," IBE President and CEO Rod Gramer said. "But we also know that getting these resources to every student in a timely way may not be possible. That's why IBE so appreciates Idaho Public TV stepping up and providing "Classroom Idaho: Learn @ Home" so that all 3rd-6th grade students in Idaho have access to instruction from one of Idaho's great teachers."

"For the State Department of Education and educators throughout Idaho, a crucial objective during this soft closure has been to find ways to reach all of our students with distance learning, although online access and equipment is a major challenge in many communities and households," Superintendent of Public Instruction Sherri Ybarra said. "I am thrilled that Idaho Public Television has stepped forward to level the playing field, providing instruction via equipment that virtually all households already have - their TVs." "Through this partnership with Idaho Public Television and Idaho Business For Education, some of Idaho's great teachers will provide instruction in math, history and more to students in grades 3 through 6, the key demographic that is not currently reached by educational TV in Idaho. We are thrilled to line up teachers for the project and help bring this brilliant idea to Idaho children and families."

CLASSROOM IDAHO: Learn @ Home is a partnership of Idaho Public Television, Idaho Business for Education and the State Department of Education.

Idaho Business for Education collects computers for kids

From Idahoednews.org click here to see article on that site

With less than two months left on most school calendars, and tens of thousands of students missing access to computers or Internet at home, Rod Gramer sees the challenge ahead of him as a "race against time."

Gramer, the CEO of the Boise-based nonprofit Idaho Business for Education, is spearheading an effort to get Internet hotspots and used laptops to Idaho students who do not have that technology at home, so they can access online learning.

Seven IBE teams across Idaho are collecting used computers from businesses and households with technology to spare. After scrubbing them (of data and germs), IBE hopes to deliver those devices to tens of thousands of students in districts that have asked for help.

IBE is a nonprofit education advocacy organization comprising 215 business leaders from across the state.

"This is like a 100-yard dash to try to get as many students served as possible," Gramer said. "I'm trying to be realistic about this in terms of how many kids we can actually reach. But the concept here is to reach as many as we possibly can."

Coronavirus-related school closures have intensified a "digital divide" between households that have access to Internet and technology at home, and those without. Nationally, some 17 percent of teenagers say they can't always complete their homework because they lack access to internet or computers at home. That issue is more severe for students of color and students from low income households.

Idaho's districts are grappling with these home-connectivity issues as many move lessons online to meet distance-education requirements.

IBE surveyed districts to track this need in Idaho, Gramer said, and got responses from about a third of all districts and charters across the state. Gramer estimates 10,000-15,000 students need computers and another 20,000 need access to Internet.

"It's just not fair that some kids can access computers and access the Internet to do their studies and to do their papers that way, and other kids can't," Gramer said. "To me it's a fairness and an equity issue."

Gramer's goal is for IBE to collect and distribute as many laptops and hotspots as possible before May 15. The seven regional teams will be coordinating laptop drop-off and pick-up services. IBE is also collecting financial donations through an "Internet for Students Emergency Fund" that will help pay to get students online. So far, IBE member businesses have pledged $135,000, Gramer said.

With limited time, and also challenges connecting rural homes to Internet, Gramer realizes that IBE won't be able to get every home online. The is also partnering with the Idaho State Department of Education and Idaho Public Television to produce educational programming for kids in grades 3-6 that can reach the vast majority of Idaho homes, even if they don't have Internet access.

Those lessons, called "Classroom Idaho: Learn @ Home" will start at 8 a.m. on Monday, April 20. ( Click here for more information on that programming).

A few weeks into the Community Activation Project, IBE has collected just over 550 computers. Sixty of those laptops went to the Kuna School District in early April. On Wednesday afternoon, IBE dropped off another 135 in Caldwell.

"I know that sounds like a meager amount," Gramer said. "But I'm confident that the more we get the word out, the more we will get and the more we can distribute."

IBE is collecting any laptop or desktop computers that can connect to Internet browsers. Volunteers will scrub sensitive data from the devices and sanitize them before delivering them to school districts.

Businesses and individuals interested in donating should contact their regional IBE team.

Panhandle/Sandpoint: Brenda Carr, This email address is being protected from spambots. You need JavaScript enabled to view it.

Panhandle/Coeur d'Alene: Judy Meyer, This email address is being protected from spambots. You need JavaScript enabled to view it.

North Central Idaho/Lewiston: Lori McCann, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Idaho Falls: Aaron Johnson, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Pocatello: Roger Gibson, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Twin Falls: Shawnee Kyle, This email address is being protected from spambots. You need JavaScript enabled to view it.

Treasure Valley/Canyon County: Alishia Jonas, This email address is being protected from spambots. You need JavaScript enabled to view it.

Treasure Valley residents can drop computers off at Kendall Ford locations.

COVID-19 Letter for Parents from the Idaho Department of Health and Welfare, Children's DD Program

All Family Centered Planning meetings will be conducted over the phone until further notice to reduce the threat of continuing spread of the virus

Read the entire letter by clicking here click here to collapse the article.

March 16, 2020
Dear Parent:

As you have heard, the novel coronavirus (COVID-19) has now been diagnosed in individuals in Idaho. As we learn more about this virus, we want to assure you that The Department is taking steps to prevent the spread of this virus while considering your child's well-being.

To encourage social distancing during this time, the Children's Developmental Disabilities Program is making the following accommodations:

All Family Centered Planning meetings will be conducted over the phone through March 31, 2020 or until further notice to help reduce the threat of continuing spread of the virus. If you feel you need to meet face to face with your Case Manager please call them to discuss the need.

Your child's Case Manager will be available by phone to answer any questions regarding access and services. Local offices will remain open during this time.

All Family Directed Guide meetings will be suspended until further notice.

If you have questions about the virus, it is important to obtain information from a trusted source such as https://coronavirus.idaho.gov/ or the Centers for Disease Control and Prevention (CDC). Please consider obtaining information on how to prepare your household for possible exposure to the virus.

Here are a few steps you can immediately begin taking to help prevent the spread of this virus. For prevention measures, the CDC recommends that everyone follow the normal precautions for avoiding the flu and other respiratory diseases:

Avoid close contact with people who are sick.

Avoid touching your eyes, nose, and mouth.

Stay home when you are sick.

Cover your cough or sneeze with a tissue, then throw the tissue in the trash.

Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipe.

Wash your hands often with soap and water for at least 20 seconds, especially after being in public; going to the bathroom, before eating after blowing your nose, coughing, or sneezing.

If soap and water are not readily available, use an alcohol-based hand sanitizer with at least

60% alcohol. Always wash hands with soap and water if hands are visibly dirty.

Sincerely,

Susan Stumph
Children's DD Program
Family and Community Services

COVID-19 Resources

Federal and State of Idaho COVID-19 Pages

​​​​​​ Federal CDC Page on COVID-19 ( https://www.cdc.gov/coronavirus/2019-ncov/index.html)

State of Idaho COVID-19 Page ( https://coronavirus.idaho.gov/)

Map of locations where kids can go to be fed during the Covid-19 closures, from the Idaho Department of Education.

Here's the page they have the map and other resources: https://www.sde.idaho.gov/cnp/index.html

And here's a direct link to the map of feeding sites: https://batchgeo.com/map/3195baf394a7f7db04ce06c69b17842f
Idaho Covid 19 Mutual Aid Group (Facebook Group) COVID-19: Information for Families of Children and Youth with Special Health Care Needs Family Voices Coronavirus Information & Resources Page https://www.facebook.com/groups/599362557311758/?ref=group_header
Catalyst Center COVID-19 Information Containing the toolkit that Medicaid.gov published for state Medicaid agencies.

US Department of Education Supplemental Fact Sheet
Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities
While it's hard to tell from the title, this is actually a Department guidance document that covers providing services to children with disabilites, touching on distance learning and how it ties into FAPE and IDEA.

From FreedomScientific.com:

FreedomScientific.com Now offering JAWS, ZoomText, and Fusion free of charge for personal computers at home, until June 30, 2020.

From helenkeller.org:

US Providers Offering FREE Wi-Fi or Special Accommodations for 60 Days:
Serving SPED Students During COVID-19 Pandemic - Webinar for Special Education directors

What to Expect from a Telehealth visit from home Telehealth Best Practices
Video Link
Video Link US Department of Labor clarifies Paid Leave for parents of adult children who have lost their usual source of care due to COVID-19
This is a link to the rule at the Federal Register. https://idahotc.com/Resources/View/ID/661

Click here for the full article

Comcast- offering free public Wi-Fi for 60 Days to families who do not have a subscription already. https://corporate.comcast.com/press/releases/internet-essentials-low-income-broadband-coronavirus-pandemic

Charter Communications/Spectrum- https://docs.google.com/document/d/1GOYGiB4FfMKTedrAQ7hr-cqe3eVcPu8nh2V9sqDRRXAadband-and-wifi-for-60-days-for-new-K12-and-college-student-households-and-more

Altice USA- For households with K-12 and/or college students who may be displaced due to school closures and who do not a currently have home internet access, we are offering our Altice Advantage 30 Mbps broadband solution for free for 60 days to any new customer household within our footprint. https://www.alticeusa.com/news/articles/feature/corporate/altice-usa-brings-free-broadband-k-12-and-college-students-during-coronavirus-pandemic

AT&T- waiving data overage fees to all customers so that families and students can stay connected during the pandemic. The company is promising not to terminate the service of any customer over the next 60 days. AT&T will continue to offer internet access for qualifying limited income households at $10 a month through the Access from AT&T program. https://about.att.com/pages/COVID-19.html

Verizon- will waive any late fees and not terminate any service for the next 60 days.

T-Mobile- ALL current T-Mobile and Metro by T-Mobile customers who have plans with data will have unlimited smartphone data for the next 60 days (excluding roaming). Providing T-Mobile and Metro by T-Mobile customers an additional 20GB of mobile hotspot / tethering service for the next 60 days - coming soon. Working with our Lifeline partners to provide customers extra free data up to 5GB of data per month over the next two months. Increasing the data allowance for free to schools and students using our EmpowerED digital learning programs to ensure each participant has access to at least 20GB of data per month for the next 60 days.

Sprint - Not terminating service if they are unable to pay their Sprint bill because of the coronavirus, and waiving late fees incurred because of economic circumstances related to the pandemic. Customers with international long distance calling plans will receive complimentary international calling rates from the U.S. to countries defined by the CDC as Level 3. Customers with metered data plans will receive unlimited data per month for 60 days (a minimum of two bill cycles) at no extra cost. We will provide customers with an additional 20GB of mobile hotspot data per month for 60 days (a minimum of two bill cycles) at no extra cost.

Special Education Director's webinar, "Guidelines for Providing Special Education Services During the COVID-19 Pandemic-March 17, 2020"
the link to the recording is https://idahotc.com/Resources/View/ID/661

Youth and Education Resources

Idaho School District COVID-19 Pages

This is a list of school district webpages that have a specific COVID-19 resource page.
If you have a correction or update please send it to This email address is being protected from spambots. You need JavaScript enabled to view it.

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

R

S

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Independent Local Education Agencies

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You are here: Home > COVID-19 Information When you're isolated at home, feelings of anxiety, loneliness, or worry may become overwhelming. Experiencing these feeling is common during times of heightened stress. Don't be afraid to reach out. We're here to help! The Department of Health and Welfare has opened an Idaho COVID-19 Hotline with an option for behavioral health.

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This resource offers tips to support your child's learning at home during the COVID-19 pandemic.

Note: Getting around an IRIS Module is a snap. Click on the 1 in the graphic below to begin. Then follow the links at the bottom of each page or on the left side of your screen.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2020 Vanderbilt University. All rights reserved.

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Parents: Supporting Learning During the COVID-19 Pandemic

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This resource offers tips to support your child's learning at home during the COVID-19 pandemic. Note: Getting around an IRIS Module is a snap. Click on the 1 in the graphic below to begin. Then follow the links at the bottom of each page or on the left side of your screen.

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Top 12 Websites For Children With Learning Disabilities

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Top 12 Websites For Children With Learning Disabilities

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Special Education Degree

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Special Education Degrees | Your Guide To A Career In Special Education

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Top 12 Websites For Children With Learning Disabilities | Special Education Degrees

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As many educators, parents, and families know, having a learning disability doesn’t make a child any less smart than his or her peers. In fact, it often means that the child is as smart or smarter but their brain just works differently because it’s neurological process. People with learning disabili…

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Center for Disease Control and Prevention

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COVID-19 Information

This will act as a central location to find any information we are posting about the ongoing COVID-19 outbreak, starting with IPUL's current status.

News

Idaho Department of Health and Welfare COVID-19 Hotline

For the full text of the poster click here

When you're isolated at home, feelings
of anxiety, loneliness, or worry may become
overwhelming. Experiencing these feeling is
common during times of heightened stress.

Don't be afraid to reach out. We're here to help!

The Department of Health and Welfare has
opened an Idaho COVID-19 Hotline with an option
for behavioral health.

IDAHO COVID-19 HOTLINE
888-330-3010

We offer anonymous and confidential assistance for all, no matter your situation.
If you are experiencing any type of distress from feeling overwhelmed or isolated,
a mental health challenge, substance use disorder, or if you are seeking resources
during this difficult time, please reach out!

We have trained professionals ready and available to talk with you and assist you
in accessing the mental health and substance use disorder services you need.

Resources for Idaho Residents
Idaho Care Line: call 2-1-1 or visit www.211.idaho.gov
Idaho Suicide Prevention Hotline: call 2-1-1 or 208-398-4357
Optum Idaho Member Crisis Line: call 855-202-0973

The Stay Home Order Has Been Amended - Extended Until April 30, 2020.

To see the amended stay home order click here. Click here to hide the stay home order again
GUIDANCE FOR GOVERNOR BRAD LITTLE'S
AMENDED STATEWIDE STAY-HOME ORDER Order updated on April 15, 2020 | Effective through April 30, 2002
Facilities & services can open for curbside & delivery
Any facility or service (including formerly "non-essential" businesses) can begin to operate via curbside services, drive-in, drive-through pickup, mailed services or delivery services.
Must remain closed: indoor gyms, recreational facilities, nightclubs, bars, entertainment venues, convention centers, hair and nail salons, public events and gatherings, dine-in restaurants (drive-thru, carry-out, delivery to continue), and other facilities and services not included in "essential" businesses as defined in order.

Out-of-state travellers limited
Non-residents must self-quaratine in Idaho for 14 days after coming into the state.
Does not apply to those performing essential services or those who live in one state and work or gain essential services in another state.

Continue to self-isolate
ALL residents of Idaho must self-isolate and stay and work from home as much as possible, unless you work in healthcare, public safety or an identified "essential business" as defined in order.
Residents can leave homes to obtain or provide essential services. People at higher risk (over 65 and/or healthcompromised) should avoid leaving their homes.
Employers that do not provide essential services as defined in order must take all steps necessary for employees to work remotely from home.

Ramp up personal hygine
Practice social distancing, wash hands, don't touch your face, clean high touch surfaces, cover coughs and sneezes, and do not shake hands. Wear protective face coverings in public places and gloves as necessary.

"Essential" facilities & services still open
Grocery stores, healthcare facilities, gas stations, pharmacies, essential state and local government functions,
laundromats/laundry services, financial institutions, residential and home-based care, veterinary services, hardware stores, limited child care for essential workers, infrastructure, and other businesses essential to the safety and well-being of the residents as defined in the order remain open. Restaurants open but only for drive-thru, carry-out, or delivery.

Limit public transit & travel
Only to provide or obtain essential services. Idaho residents continue to cease all non-essential travel.

No gatherings
Limit all non-essential gatherings of any number of individuals outside the household.

Outdoor activity OK
Outdoor activity is not prohibiited but residents should keep distance of 6-feet from others not in their household.
Amended Order in effect through April 30, 2020
Governor Little and public health officials will reassess before April 30, 2020
Final Amended Statewide Stay-Home Order available at cornoavirus.idaho.gov After April 30
Governor Little also said "non-essential" businesses should prepare to reopen after April 30 as long as they prepare operational plans over the next two weeks to:

- maintain social distancing for staff and patrons
- provide adequate sanitation and protective coverings for employees, vendors, and patrons
- offer curbside and pickup delivery
- limit number of people in business at a time
- direct flow of people in the operation
Criteria for opening will be posted to coronavirus.idaho.gov when completed.

This excludes some "non-essential" businesses where people simply cannot safely social distance, such as nightclubs, bars, and restaurants for dine-in; indoor gyms and recreational facilities; hair and nail salons; convention and entertainment centers; and public events and gatherings.

He noted that may not occur if there is an upward trend of severe COVID-19 cases in Idaho between now and April 30.

Full information about this order is available here: https://coronavirus.idaho.gov/statewide-stay-home-order/

View a PDF of the order here.

View Frequently Asked Questions on the order here.

View list of Essential Services and Businesses here.

View Additional Guidance on the order here.

Idaho State Board of Education updates 'soft closure' until the end of the school year, has approved criteria for schools to resume normal operations.

See the full text by clicking here click here to collapse the article text

April 16, 2020: BOARD APPROVES CRITERIA FOR SCHOOLS TO RESUME NORMAL OPERATIONS

Idaho State Board of Education Minimum Re-entry Criteria:

1. No statewide or local social distancing restrictions, including stay-home orders or extensive closures of businesses are in place.
a. Exceptions to the soft closure should continue to be considered for staff and student needs, on a case by case basis as determined at the local level (e.g. small groups of students that can be distanced in a way that meets the social distancing criteria for the purpose of proctoring exams or working one-on-one with special education students, as long as the school district or charter school has sufficient capacity to maintain hygiene and sanitation).

2. The peak of the state infection curve has passed, as determined by the State Department of Health and Welfare, and a minimum 14 days have passed from the identified peak. In those instances where local community spread has occurred, the local infection curve will be evaluated for determining the 14 consecutive days. School districts and charter schools located in counties that have experienced no community spread at the time state restrictions are lifted may have the 14 consecutive days criteria waived with approval by the local public health district.

3. Approval by the local public health district, after review of school district and charter school cleaning and disinfection protocols.

Read the full press release: https://boardofed.idaho.gov/resources/board-approves-criteria-for-schools-to-resume-normal-operations/
4. Re-entry plan approved by the local board of trustees identifying minimum school protocols (see list below).

Required Minimum School Protocols:

a. Cleaning and disinfection protocols.
b. Identify a plan for vulnerable staff and students with special emphasis on people over age 60 and those who are medically vulnerable.
c. Identify and plan for staff duties which require close contact.
d. Absenteeism plan for staff and students whose parents do not feel comfortable returning their student to school and for students who show symptoms of the coronavirus.
e. Communications plan for informing parents and staff of the school district and charter school response plans, protocols, and policies to manage the impact of the coronavirus.
f. Verify point of contact of each school district and charter school for effective communication and collaboration with the local public health officials.
g. Reopening plans are reviewed in consultation with local public health officials.

These re-entry criteria are subject to change in order to adapt to changing circumstances. Additional criteria will be developed for a fall start of the school year, based on conditions at the time.

The State Board voted unanimously to approve the criteria.

This is a link to the pdf of the order - the criteria starts on page 14.

Classroom IDAHO: Learn At Home

Click here for full information

Thousands of Idaho students don't have a computer at home or a way to connect to the internet so they can learn remotely during this coronavirus pandemic. But nearly every family in Idaho has a television set and can watch Idaho Public Television. That is where IdahoPTV's "Classroom Idaho: Learn @ Home" programming can connect these students with certified Idaho teachers so that they can finish learning for the balance of this school year.

Beginning April 20, Idaho teachers will provide instruction to students in grades 3, 4, 5 and 6 via Idaho Public Television's CREATE channel (one of our five free over-the-air broadcast channels).

Third grade instruction begins at 8am MT/7am PT, and will repeat at Noon MT/11am PT; 4th grade instruction begins at 9am MT/8am PT; 5th grade instruction begins at 10am MT/9am PT and 6th grade instruction begins at 11am MT/10am PT. The instruction will be aligned with what the students would be learning if they were still attending their brick-and-mortar schools.

The same lessons will also be available in playlists for students with connectivity at IdahoPTV's YouTube channel.

Over the air channels include 26.3 in the Panhandle, 10.3 in Eastern Idaho, 4.3 in the Treasure Valley, 12.3 in the Paluse Camas Prairie, and 13.3 in the Magic Valley/Wood River.
On Cable it is found on Sparklight Channel 45, Cox Cable 114, TDS Telecom 47, Xfinity/Comcast 318, and Time Warner/Spectrum 1276.

IdahoPTV's over-the-air broadcast channels are free to receive. All you need is an antenna. Our signal is available to over 99 percent of the households in Idaho. For information on where to find our CREATE channel and other free channels in your area, or how to re-scan to find our channels, visit our website.

Our full channel lineup is also available on many major cable outlets around the state. Check with your local cable provider.

Idaho Public Television General Manager Ron Pisaneschi shared the station's enthusiasm for the project noting that "We are pleased to partner with the State Department of Education and Idaho Business for Education to use the power of public television to deliver these lessons to students in homes throughout Idaho. PBS has always been America's largest classroom, but now we are bringing Idaho's teachers and their lessons directly into students' homes."

" Idaho Business for Education is working during this epidemic to get computers and internet connectivity to as many students as possible who don't have these resources at home," IBE President and CEO Rod Gramer said. "But we also know that getting these resources to every student in a timely way may not be possible. That's why IBE so appreciates Idaho Public TV stepping up and providing "Classroom Idaho: Learn @ Home" so that all 3rd-6th grade students in Idaho have access to instruction from one of Idaho's great teachers."

"For the State Department of Education and educators throughout Idaho, a crucial objective during this soft closure has been to find ways to reach all of our students with distance learning, although online access and equipment is a major challenge in many communities and households," Superintendent of Public Instruction Sherri Ybarra said. "I am thrilled that Idaho Public Television has stepped forward to level the playing field, providing instruction via equipment that virtually all households already have - their TVs." "Through this partnership with Idaho Public Television and Idaho Business For Education, some of Idaho's great teachers will provide instruction in math, history and more to students in grades 3 through 6, the key demographic that is not currently reached by educational TV in Idaho. We are thrilled to line up teachers for the project and help bring this brilliant idea to Idaho children and families."

CLASSROOM IDAHO: Learn @ Home is a partnership of Idaho Public Television, Idaho Business for Education and the State Department of Education.

Idaho Business for Education collects computers for kids

From Idahoednews.org click here to see article on that site

With less than two months left on most school calendars, and tens of thousands of students missing access to computers or Internet at home, Rod Gramer sees the challenge ahead of him as a "race against time."

Gramer, the CEO of the Boise-based nonprofit Idaho Business for Education, is spearheading an effort to get Internet hotspots and used laptops to Idaho students who do not have that technology at home, so they can access online learning.

Seven IBE teams across Idaho are collecting used computers from businesses and households with technology to spare. After scrubbing them (of data and germs), IBE hopes to deliver those devices to tens of thousands of students in districts that have asked for help.

IBE is a nonprofit education advocacy organization comprising 215 business leaders from across the state.

"This is like a 100-yard dash to try to get as many students served as possible," Gramer said. "I'm trying to be realistic about this in terms of how many kids we can actually reach. But the concept here is to reach as many as we possibly can."

Coronavirus-related school closures have intensified a "digital divide" between households that have access to Internet and technology at home, and those without. Nationally, some 17 percent of teenagers say they can't always complete their homework because they lack access to internet or computers at home. That issue is more severe for students of color and students from low income households.

Idaho's districts are grappling with these home-connectivity issues as many move lessons online to meet distance-education requirements.

IBE surveyed districts to track this need in Idaho, Gramer said, and got responses from about a third of all districts and charters across the state. Gramer estimates 10,000-15,000 students need computers and another 20,000 need access to Internet.

"It's just not fair that some kids can access computers and access the Internet to do their studies and to do their papers that way, and other kids can't," Gramer said. "To me it's a fairness and an equity issue."

Gramer's goal is for IBE to collect and distribute as many laptops and hotspots as possible before May 15. The seven regional teams will be coordinating laptop drop-off and pick-up services. IBE is also collecting financial donations through an "Internet for Students Emergency Fund" that will help pay to get students online. So far, IBE member businesses have pledged $135,000, Gramer said.

With limited time, and also challenges connecting rural homes to Internet, Gramer realizes that IBE won't be able to get every home online. The is also partnering with the Idaho State Department of Education and Idaho Public Television to produce educational programming for kids in grades 3-6 that can reach the vast majority of Idaho homes, even if they don't have Internet access.

Those lessons, called "Classroom Idaho: Learn @ Home" will start at 8 a.m. on Monday, April 20. ( Click here for more information on that programming).

A few weeks into the Community Activation Project, IBE has collected just over 550 computers. Sixty of those laptops went to the Kuna School District in early April. On Wednesday afternoon, IBE dropped off another 135 in Caldwell.

"I know that sounds like a meager amount," Gramer said. "But I'm confident that the more we get the word out, the more we will get and the more we can distribute."

IBE is collecting any laptop or desktop computers that can connect to Internet browsers. Volunteers will scrub sensitive data from the devices and sanitize them before delivering them to school districts.

Businesses and individuals interested in donating should contact their regional IBE team.

Panhandle/Sandpoint: Brenda Carr, This email address is being protected from spambots. You need JavaScript enabled to view it.

Panhandle/Coeur d'Alene: Judy Meyer, This email address is being protected from spambots. You need JavaScript enabled to view it.

North Central Idaho/Lewiston: Lori McCann, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Idaho Falls: Aaron Johnson, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Pocatello: Roger Gibson, This email address is being protected from spambots. You need JavaScript enabled to view it.

Eastern Idaho/Twin Falls: Shawnee Kyle, This email address is being protected from spambots. You need JavaScript enabled to view it.

Treasure Valley/Canyon County: Alishia Jonas, This email address is being protected from spambots. You need JavaScript enabled to view it.

Treasure Valley residents can drop computers off at Kendall Ford locations.

COVID-19 Letter for Parents from the Idaho Department of Health and Welfare, Children's DD Program

All Family Centered Planning meetings will be conducted over the phone until further notice to reduce the threat of continuing spread of the virus

Read the entire letter by clicking here click here to collapse the article.

March 16, 2020
Dear Parent:

As you have heard, the novel coronavirus (COVID-19) has now been diagnosed in individuals in Idaho. As we learn more about this virus, we want to assure you that The Department is taking steps to prevent the spread of this virus while considering your child's well-being.

To encourage social distancing during this time, the Children's Developmental Disabilities Program is making the following accommodations:

All Family Centered Planning meetings will be conducted over the phone through March 31, 2020 or until further notice to help reduce the threat of continuing spread of the virus. If you feel you need to meet face to face with your Case Manager please call them to discuss the need.

Your child's Case Manager will be available by phone to answer any questions regarding access and services. Local offices will remain open during this time.

All Family Directed Guide meetings will be suspended until further notice.

If you have questions about the virus, it is important to obtain information from a trusted source such as https://coronavirus.idaho.gov/ or the Centers for Disease Control and Prevention (CDC). Please consider obtaining information on how to prepare your household for possible exposure to the virus.

Here are a few steps you can immediately begin taking to help prevent the spread of this virus. For prevention measures, the CDC recommends that everyone follow the normal precautions for avoiding the flu and other respiratory diseases:

Avoid close contact with people who are sick.

Avoid touching your eyes, nose, and mouth.

Stay home when you are sick.

Cover your cough or sneeze with a tissue, then throw the tissue in the trash.

Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipe.

Wash your hands often with soap and water for at least 20 seconds, especially after being in public; going to the bathroom, before eating after blowing your nose, coughing, or sneezing.

If soap and water are not readily available, use an alcohol-based hand sanitizer with at least

60% alcohol. Always wash hands with soap and water if hands are visibly dirty.

Sincerely,

Susan Stumph
Children's DD Program
Family and Community Services

COVID-19 Resources

Federal and State of Idaho COVID-19 Pages

​​​​​​ Federal CDC Page on COVID-19 ( https://www.cdc.gov/coronavirus/2019-ncov/index.html)

State of Idaho COVID-19 Page ( https://coronavirus.idaho.gov/)

Map of locations where kids can go to be fed during the Covid-19 closures, from the Idaho Department of Education.

Here's the page they have the map and other resources: https://www.sde.idaho.gov/cnp/index.html

And here's a direct link to the map of feeding sites: https://batchgeo.com/map/3195baf394a7f7db04ce06c69b17842f
Idaho Covid 19 Mutual Aid Group (Facebook Group) COVID-19: Information for Families of Children and Youth with Special Health Care Needs Family Voices Coronavirus Information & Resources Page https://www.facebook.com/groups/599362557311758/?ref=group_header
Catalyst Center COVID-19 Information Containing the toolkit that Medicaid.gov published for state Medicaid agencies.

US Department of Education Supplemental Fact Sheet
Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities
While it's hard to tell from the title, this is actually a Department guidance document that covers providing services to children with disabilites, touching on distance learning and how it ties into FAPE and IDEA.

From FreedomScientific.com:

FreedomScientific.com Now offering JAWS, ZoomText, and Fusion free of charge for personal computers at home, until June 30, 2020.

From helenkeller.org:

US Providers Offering FREE Wi-Fi or Special Accommodations for 60 Days:
Serving SPED Students During COVID-19 Pandemic - Webinar for Special Education directors

What to Expect from a Telehealth visit from home Telehealth Best Practices
Video Link
Video Link US Department of Labor clarifies Paid Leave for parents of adult children who have lost their usual source of care due to COVID-19
This is a link to the rule at the Federal Register. https://idahotc.com/Resources/View/ID/661

Click here for the full article

Comcast- offering free public Wi-Fi for 60 Days to families who do not have a subscription already. https://corporate.comcast.com/press/releases/internet-essentials-low-income-broadband-coronavirus-pandemic

Charter Communications/Spectrum- https://docs.google.com/document/d/1GOYGiB4FfMKTedrAQ7hr-cqe3eVcPu8nh2V9sqDRRXAadband-and-wifi-for-60-days-for-new-K12-and-college-student-households-and-more

Altice USA- For households with K-12 and/or college students who may be displaced due to school closures and who do not a currently have home internet access, we are offering our Altice Advantage 30 Mbps broadband solution for free for 60 days to any new customer household within our footprint. https://www.alticeusa.com/news/articles/feature/corporate/altice-usa-brings-free-broadband-k-12-and-college-students-during-coronavirus-pandemic

AT&T- waiving data overage fees to all customers so that families and students can stay connected during the pandemic. The company is promising not to terminate the service of any customer over the next 60 days. AT&T will continue to offer internet access for qualifying limited income households at $10 a month through the Access from AT&T program. https://about.att.com/pages/COVID-19.html

Verizon- will waive any late fees and not terminate any service for the next 60 days.

T-Mobile- ALL current T-Mobile and Metro by T-Mobile customers who have plans with data will have unlimited smartphone data for the next 60 days (excluding roaming). Providing T-Mobile and Metro by T-Mobile customers an additional 20GB of mobile hotspot / tethering service for the next 60 days - coming soon. Working with our Lifeline partners to provide customers extra free data up to 5GB of data per month over the next two months. Increasing the data allowance for free to schools and students using our EmpowerED digital learning programs to ensure each participant has access to at least 20GB of data per month for the next 60 days.

Sprint - Not terminating service if they are unable to pay their Sprint bill because of the coronavirus, and waiving late fees incurred because of economic circumstances related to the pandemic. Customers with international long distance calling plans will receive complimentary international calling rates from the U.S. to countries defined by the CDC as Level 3. Customers with metered data plans will receive unlimited data per month for 60 days (a minimum of two bill cycles) at no extra cost. We will provide customers with an additional 20GB of mobile hotspot data per month for 60 days (a minimum of two bill cycles) at no extra cost.

Special Education Director's webinar, "Guidelines for Providing Special Education Services During the COVID-19 Pandemic-March 17, 2020"
the link to the recording is https://idahotc.com/Resources/View/ID/661

Youth and Education Resources

Idaho School District COVID-19 Pages

This is a list of school district webpages that have a specific COVID-19 resource page.
If you have a correction or update please send it to This email address is being protected from spambots. You need JavaScript enabled to view it.

A

B

C

D

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F

G

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I

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Independent Local Education Agencies

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You are here: Home > COVID-19 Information This will act as a central location to find any information we are posting about the ongoing COVID-19 outbreak, starting with IPUL's current status. When you're isolated at home, feelings of anxiety, loneliness, or worry may become overwhelming. Experiencing these feeling is common during times of heightened stress.

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Vaccine Data At A Glance

People are fully vaccinated (depending on brand)*

454,891

People have received an additional or booster dose***

Total doses administered

2,624,222

Total doses administered
(Total doses administered may include doses reported without an indication of 1st or 2nd dose.)

*Vaccine data dashboard and vaccine "Data at a Glance" updated by 5:00 p.m. MT Wednesday, excluding holidays. Data are current as of 10/25/2022. Vaccine administration data are based on data contained in the Immunization Reminder Information System (IRIS).

**"Fully vaccinated" includes people who have received two doses of Moderna or Pfizer vaccines or a single dose of Janssen vaccine.

***A booster dose is administered to people who are fully vaccinated after a certain amount of time has passed to "boost" their immunity level, which can decrease over time. An additional dose is administered to people who are fully vaccinated and have moderately to severely compromised immune systems, to make sure they have a good initial immunity level. More information about booster doses and additional doses at https://www.cdc.gov/coronavirus/2019-ncov/vaccines/booster-shot.html#BoosterShotvsAdditionalDose.

COVID-19 Cases At A Glance

State-level case and hospital data are updated by 5:00 p.m. MT Wednesday, excluding holidays. Laboratory data are updated by 5:00 p.m. Thursday, excluding holidays. Data are current as of 10/26/2022. Case data are based on surveillance system records provided by the public health districts. Public health district data will be updated on their agency website at their discretion and might differ from data presented here. Data are preliminary and subject to change.

A REMINDER

To protect your family and friends, your community, vulnerable Idahoans, local businesses, and our students and teachers, please remember to:

Get vaccinated

Wear face coverings in public places

Stay home if you are sick

Wash your hands often

Cover coughs and sneezes

Keep at least six feet between you and others in public

Disinfect surfaces and objects regularly

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Information about Novel Coronavirus (COVID-19)

# data[].attributes.attachment_link.description
Vaccine Data At A Glance 454,891 People have received an additional or booster dose*** 2,624,222 Total doses administered (Total doses administered may include doses reported without an indication of 1st or 2nd dose.) *Vaccine data dashboard and vaccine "Data at a Glance" updated by 5:00 p.m. MT Wednesday, excluding holidays.

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COVID-19 and Children with Special Health Care Needs 

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COVID-19 and Children with Special Health Care Needs 

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American Academy of Pediatrics

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​​​By: Dennis Z. Kuo, MD, MHS, FAAP & Cara Coleman, JD, MPH​

As COVID-19 continues to spread, children and youth with special health care needs (CYSHCN), may be at increased risk for complications. This includes children with chronic conditions, disabilities, and those with medically complex conditions. In addition, school and business closings may affect the availability of therapies and supports for these children. The impact is unknown but may be significant and long lasting.

Here are things that parents can do to keep themselves, their families, and their children with special health care needs safe during the COVID-19 outbreak:

Prepare your home

Hand washing is one of the most important ways to keep your child and your family protected from COVID-19. Put signs on your front door or on the door to your child's room to remind family members and caregivers to wash their hands often, for at least 20 seconds. Keep plenty of hand soap, tissues, wipes, and hand sanitizer on hand for everyone in your home to use. Make kits or hand washing stations, if needed.

​Clinic and therapy appointments

Talk to your pediatrician, specialists, therapists, or anyone else who cares for your child about any upcoming appointments. They can let you know if the appointments need to be delayed. If the decision is made to delay the appointment, be sure you know how to get ahold of your doctor if you have any concerns about your child's health or behavior.

If the appointment is still necessary, there may be changes in how your child will receives services such as getting lab draws in a different location or going to a separate waiting area to be seen. Your doctor may suggest other ways to meet, such as by phone, Skype, FaceTime, or another telehealth option. For in-person appointments, you and your child (if over the age of 2 and it's safe to do so) may be asked to wear cloth face coverings​ and be screened for fever and symptoms of COVID-19.

For home health care and in-home therapy needs, reach out to the agencies that provide the care to make sure services can continue. You can also look into options such as video calls that allow your child to stay in touch with their physical therapist, for example, to talk about how to keep up their physical therapy activities at home.

Talk to your pediatrician about getting extra medicines or supplies that your child needs, including any medical technology and nutrition support. If your child is on a special diet or requires a specific type of food (like infant formula, for example) be sure you have enough on hand. Some insurance companies may require special approval to allow you to get a supply of medication beyond 30 days. If this is not possible, see if you can get refills for your child's medications by phone or delivered to your home.

If your child requires protective masks, please avoid stockpiling them, but make sure you have enough to last for a few weeks. Be sure you have enough nebulizers and airway suctioning as well. If you need assistance with ordering extra supplies, talk with your pediatrician or care coordinator.

​​School closings

School closing and other changes in routine can be stressful, so be sure to talk with your child about why they are staying home and what your daily structure will be during this time. See Working and Learning from Home During the COVID-19 Outbreak for more details on how to manage these changes.

​Community supports and services

During this time of change and uncertainty, it's even more important to stay connected. Reach out to peer support organizations, such as Family to Family Health Information Centers, for local information specific to children with special health care needs and disabilities.

Remember, social distancing does not mean that you are alone! But it may mean you'll need help with basic needs such as food or food delivery, ride shares, and getting medications. Reach out to a trusted case manager, friend, family-led or community-based organization, or your pediatrician for help. Some schools may have lunch pickup options. Work with community partners for delivery if needed.

​Coping and staying strong

Families, parents, and caregivers who take care of children with special health care needs are strong and resilient. But it's hard not to feel stressed or anxious in this unprecedented time. Children need information just like adults do. So, talk with your child, acknowledge their fears, and allow them to express their emotions.

Remember to take time for yourself as well and engage in self-care activities.

Recognize when you may need a break

Connect with other families virtually, through video chats, social media or texting

Take deep breaths, meditate, and engage in physical activity

Do an activity/hobby you enjoy

It is important to note that these feelings and reactions are likely occurring for children with cognitive disabilities as well. Not every child or adult will react in the same way to the stress of COVID-19, but it is likely that everyone is reacting in some way.

Monitor your child's emotional health during this time. Extended time at home and restrictions away from school may cause anxiety and concern. Maintain routines, connect with friends virtually, and take time for your family.

Additional Information:​

About the Authors:

Dennis Z Kuo, MD, MHS, FAAP, is the chairperson of the AAP Council on Children with Disabilities. He is also the Chief of General Pediatrics and Interim Chief of Developmental Pediatrics & Rehabilitation at UBMD Pediatrics at the University at Buffalo, State University of New York.

Cara Coleman, JD, MPH, is the Family Voices liaison to the AAP Council on Children with Disabilities. Cara is a Program Manager at Family Voices and Instructor of Pediatrics at the Virginia Commonwealth University Medical School.

American Academy of Pediatrics Council on Children with Disabilities (Copyright © 2020)

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covid 19~ coronavirus~ covid 19 kids~ covid 19 children~ kids with special needs and covid 19~ caring for children with chronic conditions~ children with disabilities and covid 19~ medically complex children~ home health care for children~ speci

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COVID-19: Information for Families of Children and Youth with Special Health Care Needs

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​​​By: Dennis Z. Kuo, MD, MHS, FAAP & Cara Coleman, JD, MPH​ As COVID-19 continues to spread, children and youth with special health care needs (CYSHCN), may be at increased risk for complications. This includes children with chronic conditions, disabilities, and those with medically complex conditions.

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Family Voices

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Our staff are working with national partners to provide current information about the spread of the coronavirus, also known as COVID-19.

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DOE, OCR, OSERS

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Freedom Scientific Offer: FREE for personal computers at home, until June 30, 2020

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EMPOWERING INDEPENDENCE

For over 20 years Freedom Scientific has provided access to print and computers for individuals with blindness and low vision. Our innovative technology is designed to promote independence, allowing blind and low vision individuals the same access to information as their sighted peers. Our team is passionate about what we do and committed to the communities that we serve.

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Freedom Scientific - High-quality video magnifiers, braille displays, screen magnification software, and #1 screen reader, JAWS.

# data[].attributes.attachment_link.description
For over 20 years Freedom Scientific has provided access to print and computers for individuals with blindness and low vision. Our innovative technology is designed to promote independence, allowing blind and low vision individuals the same access to information as their sighted peers.

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Hawaii State Department of Health Genomics Section

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Reflections on Applied Behavior Analysis

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Reflections on Applied Behavior Analysis

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Heather Gilmore, MSW, LLMSW, BCBA

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The answer is yes!

Well, really, it depends.

Mostly it depends on

the clinical and technological skills of the telehealth service provider,

the resources and preferences of the parent of the child with ASD,

and how the child's behaviors (skills) or potential abilities allow for their engagement with the technology and social interaction involved in telehealth services.

It is possible to incorporate most children with autism spectrum disorder in the telehealth session. Below are a few suggestions for activities that can be used which would be facilitated by the service provider and engaged in by the child.

The child's parent would likely be monitoring the child's behaviors and giving assistance at varying levels depending on the needs of the child.

To give parents more guidance on managing behaviors, increasing instructional control, and learning other effective behavioral strategies, consider using the resources found within the One-Year ABA Parent Training Curriculum.

As with any intervention, it is important to individualize your services, but exploring ideas for activities can help you to develop activities that you can use with your clients.

7 Telehealth Activities for Kids with Autism

Note: Some activities will require that the family already has the materials available in their home or they are provided with the necessary materials to complete the activity.

1. Lego Challenge

The service provider can direct the child to create a specified structure with Legos. The direction may be given with verbal instructions alone or a visual can be provided with a simple image displayed for the child to model.

This can work on a variety of skills, such as visual motor skills, fine motor skills, and following directions.

Receptive language skills can be incorporated into this activity such as by asking the child to use a certain color of block (i.e. "Use the green blocks to build a tree.")

Expressive language skills can be incorporated by having the child talk about what he builds and giving more detail.

2. Fun with Parents

The telehealth service provider is in a great position to observe the parent-child interactions.

It can be helpful for the service provider to give the parent a training on relationship building (also known as rapport building or pairing). After this training, the provider can observe and help to guide a pairing session between the parent and the child.

The provider can take note of things the parent does well and things the parent could improve upon and then follow up later (preferably without the child present) with this feedback.

3. Screen Share Flash Cards

If the telehealth provider has the ability to share their screen with the receiver of the telehealth services, it can be helpful to share their screen with the child with specific learning targets being displayed.

Whether the child is working on tacting common objects, math facts, or matching, using this method can help the child work on these more discrete trial type of targets.

4. Text with Teens

If the telehealth provider's software allows for a HIPAA compliant texting option, some teens may actually enjoy communicating through text.

This can work on communication skills in a variety of ways including engaging in a conversation, talking about another person's interests, discussing social skills, teaching "coping" mechanisms, and more.

5. Simon Says

Simon Says is a game that can be easily incorporated into telehealth sessions. This game works on following directions, social skills, communication skills, and more.

The child and the service provider can take turns being the person who gives the instructions.

6. Paper-Pencil Activities (Coloring, Worksheets, etc.)

This activity would require that parents prepare the tangible items ahead of time. Doing things like coloring or worksheets can be completed in a similar way that they would be completed in a face-to-face session and can work on whatever skill is appropriate for that activity.

7. Video Lessons

This activity could use screen sharing in that the telehealth provider could locate and play the video or the child/parent can play a video as instructed by the telehealth provider.

Videos can be anything related to the child's treatment goals.

Video modeling is an evidence-based intervention for children with autism spectrum disorder so this is a great option for helping improve skills.

It is important that telehealth providers identify an appropriate reinforcement system for supporting a child's engagement in telehealth activities as well as successful responses.

Reinforcement systems may include token economies, praise, video game access, tangible items provided by the parents, or whatever is appropriate for the child and family.

Remember that for some children, engagement with and compliance with telehealth directed activities, may need to be shaped and reinforced in order to get to an ideal state.

Tele-ABA Activities for Kids: 7 Telehealth Activities ABA Providers Can Use with Children with ASD

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Tele-ABA Activities for Kids: 7 Telehealth Activities ABA Providers Can Use with Children with ASD

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The answer is yes! Well, really, it depends. Mostly it depends on the clinical and technological skills of the telehealth service provider, the resources and preferences of the parent of the child with ASD, and how the child's behaviors (skills) or potential abilities allow for their engagement with the technology and social interaction involved in telehealth services.

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Hawaii State Department of Health Genomics Section

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"What works for your child is what makes the choice right." ™

﻿A statewide, parent-driven, non-profit organization dedicated to supporting families and their children who are deaf or hard of hearing, as well as the professionals who serve them.

Mission: Idaho Hands & Voices supports families with children who are Deaf or Hard of Hearing without a bias around communication modes or methodology.

Vision: We envision a world where children who are Deaf and Hard of Hearing have every opportunity to achieve their full potential.

Lost and Found Video

"Lost and Found outlines what families can do after a newborn does not pass a hearing screening at birth. Connect with families of Deaf and Hard of Hearing children and find support at Hands & Voices."

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"What works for your child is what makes the choice right." ™ ﻿A statewide, parent-driven, non-profit organization dedicated to supporting families and their children who are deaf or hard of hearing, as well as the professionals who serve them.

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FREE Samples

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Click on any of the topics to see sample worksheets which you can print and use with your students.

Some of these samples were created using worksheet generators which are available to members. As a member you can select worksheet options such as prompting levels and number of items per page. These samples are just a small subset of what is available with a full membership.

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Click on any of the topics to see sample worksheets which you can print and use with your students. Some of these samples were created using worksheet generators which are available to members. As a member you can select worksheet options such as prompting levels and number of items per page.

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PBS

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Parent Resources, Tips, and Advice | PBS KIDS for Parents

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Explore parent resources to help you raise kind, curious and resilient children. Find parenting tips, hands-on activities, games, and apps featuring your child's favorite PBS KIDS characters.

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Can Do! Kids

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The Can Do! page just for kids!!

T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams.

Click on the icons below to try them out yourself!

Who are Can Do! Kids?

C an Do! Kids are kids who focus on what they can do instead of what they can't. Can Do! Kids use their abilities in whatever way is best for them in order to do the things they want... whether it's reading a book, drawing a picture, being a friend, playing a sport, or reaching a goal or dream. The cool thing is, EVERY kid can be a Can Do! Kid!

Even if some things are hard to do,
most people have abilities...
we each have our own "constellation" of abilities.

Take a cyber side-trip by
following this star to learn more about your
constellation of abilities.

*

Can Do! web pages Copyright &copy 1997-2013, Maribeth Bush. All rights reserved.

Artwork by Peter H. Reynolds, Copyright &copy 1997-2013, Peter H. Reynolds. All rights reserved.

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The Can Do! page just for kids!! T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams. Click on the icons below to try them out yourself!

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TED Ed

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Google Slides

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Great Schools

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Coronavirus support: Guide to learning at home

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If school has closed, these resources will help your child learn from home. Find out how to set up at-home learning and use the grade-based resources below to fill in the gaps.

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Common Sense Education

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Virtual Field Trip Apps and Websites | Common Sense Education

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Virtual Field Trip Apps and Websites is a list of 29 apps, games, and websites curated by Common Sense Education editors.

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FREE during Covid

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Williams Syndrome

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Click below to access the list of companies offering FREE accounts to teachers and families during the COVID-19 pandemic. Some companies may require a code that you will find either in the document linked below or when you access the website they may have a COVID-19 page with codes or details that you need to follow to get a free subscription.

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WSA Education Resources - Social Stories

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A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, "voice", content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult.

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In this challenging time, the Catalyst Center sends warm wishes for the safety, health, and well-being of all of our stakeholders and the children and families they serve. In light of the COVID-19 pandemic, this month's edition of the newsletter features some resources specific to COVID-19 response.

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Share your story! Do you have a personal experience or advice that you want to share? Raise awareness, share tips, and empower families by writing a blog for FamilyConnect! If you're interested in getting involved, email Melisa Matthews, our Digital Content Manager at mmatthews@aph.org.

APH FamilyConnect and the Chicago Lighthouse are pleased to offer this virtual support group for parents and families of children who are blind or visually impaired.

Yes, Youth Can Work and Still Receive SSI

Did you know that teens with visual impairments can often reap the benefits of working while still receiving some or all of their Social Security Income benefits? Read more...

Have Questions?

Is there a child in your life who is visually impaired and you need assistance locating resources and valuable information? We're here to help! Call us Toll Free at 1-800-232-5463, or email us at connectcenter@aph.org.

Upcoming Webinars and Events

Are you looking for webinars related to transition to college or work, career readiness, job search skills, and much more? The APH ConnectCenter offers a variety of webinars each month. Click here to see what's coming up!

Check out the APH ConnectCalendar to find (and share your own) events from many other organizations in the field of blindness and visual impairment.

In part 2 of this webinar on April 11, we continue an explanation of Optic Nerve Hypoplasia is offered that breaks down the visual, medical, and behavior components in a way that will empower parents in terms of daily adaptations as well as lifetime advocacy.
Learn more and register here

Previous Slide Next Slide

Finding Help After the Diagnosis

New on the FamilyConnect Blog

Education Resources

Information in Spanish/En Español

APH ConnectCenter Mission

Empowering people toward greater independence and lifelong success by providing curated information and resources to assist children, parents, job seekers, adults, and older people who are blind or visually impaired.

Please visit our other APH ConnectCenter sites

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FamilyConnect is a service offered by the American Printing House for the Blind to give parents and other family members of children who are visually impaired-and professionals who work with them-a supportive place for sharing and finding resources on raising their children from birth to adulthood.

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CODE

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Learn computer science. Change the world.

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Every student in every school deserves the opportunity to study computer science.

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OT Toolbox

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Easy, actionable, and functional Occupational Therapy activities and interventions. OT resources and information to help kids thrive.

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FREE LIMITED Membership

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Join today to get access to over 3,000 more resources!

Sign up and create a FREE LIMITED Membership Account today to instantly access these select amount of high quality and valuable resources! When logged in, FREE LIMITED Members can upgrade to FULL PREMIUM Membership at any time through "My Account" tab.

© 2020 Tools to Grow, Inc. All Rights Reserved.
Website by LUMINUS

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Sign up and create a FREE LIMITED Membership Account today to instantly access these select amount of high quality and valuable resources! When logged in, FREE LIMITED Members can upgrade to FULL PREMIUM Membership at any time through "My Account" tab. © 2020 Tools to Grow, Inc. All Rights Reserved.

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Free Downloads

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Free Downloads Archives - Therapy Fun Zone

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Do2Learn

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Hands On As We Grow

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Sometimes this information gets lost in the many activities that get shared on hands on : as we grow. I decided that it would be beneficial as a reader to find all the best resources for doing activities with the kids in one spot.

Below I've gone through and chosen the best products and supplies that I use, as well as the best places to find activities here on hands on : as we grow.
Disclosure: Please note that some of the links below are affiliate links, and at no additional cost to you, I will earn a commission if you decide to make a purchase. Please understand that I have experience with all of the products recommended, and I chose them because they are helpful and useful.
Products I recommend (and use!)
To find & create amazing activities:
These are the products I have used that help me plan activities. They give me ideas, help me organize my ideas and just make life easier.
To capture activities:
Even as a mom I use these products. I bought my first DSLR before George was born, which was pre-blog days. The photos I get from it have been stellar compared to anything I've ever gotten on a point and shoot. I highly recommend these products.

My first DSLR: Canon Rebel T1i

My current DSLR: Canon 70D DSLR

Canon 50mm 1.8 lens - This lens comes highly recommended for beginners. It gives you that lovely focus on the subject with it out of focus in the background. Its hard to go wrong with this lens!

Tamron 17-50mm 2.8 lens - I upgraded to this zoom lens when I realized I needed to get back further for photos when I was stuck indoors and didn't have a lot of room to physically stand back any further.

Photoshop PSE

Your activity resource collection!

As a reader, I love having access to activities in a list. They make it easy to pick and choose which activities to try today. But finding the right list can sometimes be a tougher job. I have brought all the best lists of activities on hands on : as we grow into an organized list here. This should make it easier to find exactly what you're looking to do today!
Activities for babies: Activities for toddlers: Activities for preschoolers: Activities for movement: Activities for fine motor: Sensory activities: Kids crafts and art projects: Activities for Spring & Spring Holidays: Activities for Summer & Summer Holidays: Activities for Fall & Fall Holidays: Activities for Winter & Winter Holidays:
If nothing else, start by signing up for the weekly newsletter and download the free weekly activities planner you get for signing up. That will start you in the right direction!

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Sometimes this information gets lost in the many activities that get shared on hands on : as we grow. I decided that it would be beneficial as a reader to find all the best resources for doing activities with the kids in one spot.

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FREE Language Stuff!

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I'm adding to these specific language therapy ideas on the individual pages, and making a large list over on The Language Fix blog. It's gonna be HUGE! This is just the start...

Attributes/Functions

Catalog. Get out a catalog. Talk about the items for sale.

Example statements: "Why would somebody want a coat?" "It keeps you warm". "Why do people buy wallets?" "Why are those pillows so big?" "What do you need umbrellas for?" "Are those shoes big or little?" "Does that blanket look comfortable?" "Could I wear those gloves, or would they be too tight?"

Textbook. Get out a textbook. Instruct student to describe vocabulary words at or below student's level by using functions.

Example statements: "What does a period do?" "What is a shelter?" "Why do bears have to hibernate?" "What is a map?" "Why would you need an index?" "What was a covered wagon?" "What is the Constitution?"

Look around you. Describe functions of objects in your environment or of things commonly seen in offices. Take a walk, and describe functions of things seen in the hall out the window, etc.

Example statements: "What is a stapler?" "It attaches papers together." "What is a trash dumpster?" "It holds the building's trash until the garbage men get it."

Specific interests. For example, for younger kids, talk about video games, television, or sports, or for older students talk about cooking, construction, or health care. Discuss

specific interests. Use the internet if needed.

Example statements: "What does a cutting board do?" "What does a remote do?" "What do anesthesiologists do?"

Homework maker: Create a list of from five to ten words at student's level. Write directions such as the following: "Provide a function for each vocabulary word." Write helper next to a blank line for any helper to sign. Provide individualized incentives for completed return. For example:

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I'm adding to these specific language therapy ideas on the individual pages, and making a large list over on The Language Fix blog. It's gonna be HUGE! This is just the start... Catalog. Get out a catalog. Talk about the items for sale. Example statements: "Why would somebody want a coat?"

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FREE Speech and Language Kids

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Free Speech and Language Resources - Speech And Language Kids

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Welcome to My Home!! I’m so glad you found my site! I have a ton of great free content for just about every different speech and language problem you may encounter. Feel free to browse around and don’t hesitate to let me know if you have any questions! Subscribe to My Mailing List

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Mommy Speech Therapy

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I would like this page to be an ever growing resource of great speech and language links that will give us places to find great information. Please know that I have not reviewed or used all of the speech products listed below. Thanks!

ASHA.org American Speech-Language-Hearing AssociationARK Therapeutic Innovative and durable tools for speech therapyChild Development Institute A great website that provides parent education that is current, relevant and easy to attain. Topics include health, safety and child development as well as many other general parenting tips.Chicago Speech Therapy Private In-Home Speech Therapy in Chicago. Their website also offers a lot of great parent resources and articles on a variety of speech related topics.Communication Connects A website that offers easily understood information about communication disorders, and provides ideas for home activities that nurture speech/language development.Free Language Stuff A website by Speech-Language Pathologist Paul Morris, with hundreds of language worksheets and activities in more than 20 areas.Hearing Journey.com (Listening Room) The Listening Room is a steady stream of FREE activities and resources to support the development of speech, language and listening skills of children, adolescents and adult cochlear implant recipientsHealing Thresholds Resources and information about speech and language therapy for children with autismHearing Pocket An excellent blog about subjects such as hearing loss, raising deaf kids and cochlear implants just to name a few.LinguaHealth A national speech-language pathology staffing company that specializes in linking school and clinic based career opportunities to dedicated speech-language pathologists.Little Talkers Little Talkers was created by speech and language pathologist Trisha Shipcott, and includes online tutorial videos and developmental activity suggestionsOnline Children's Stories Free online children's books.PBS Parents Great information about child development!Play on Words A great, resource filled blog & website from Speech Language Pathologist, Sherry Y. Artemenko. She has very informative articles on speech, early intervention, as well as book & toy reviews and super ideas on working with your child's speech!Signing Time Links to useful information, fun activities, and parenting resources to help you teach your child sign languageSpeech and Language.com A website with news and information for speech and language professionalsSpeech Delay A website with an excellent source of speech therapy tips and information on child speech developmentSpeech-Language-Therapy A wonderful collection of speech therapy related information for consumers, professionals and students.Speech-Language-Development Information for parents with questions about speech and language developmentSpeech Problems and Language Disorders in Children Great information on various speech and language disordersSpeech Therapy Ideas A wonderful collection of speech therapy ideas, activities and materialsSpeech TX This site has a variety of printable activities and ideas for different agesSpeaking of Speech An interactive forum for speech/language pathologists and teachers to improve communication skills in our schoolsThe Speech Stop A collection of helpful tip sheets and other resources for parentsThe Stuttering Foundation The Stuttering Foundation provides free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering.

AbleNet Augmentative and Alternative Communication (AAC) products from AbleNet allow persons with disabilities the chance to engage with others and connect with their world.Cracking The ABC Code Reading and spelling programs that will improve your child's reading and spelling skillsSuper Duper Inc A great website that has many speech & educational materials for Speech-Language Pathologists as well as parents. I've ordered a lot of fun, useful products from them that have helped in therapy.Say It Right An excellent program designed to teach the R soundSing Out! Children CDs designed to promote vocal play and repeated practice of the bilabials (Sing Out) and some of the avelors (Ta-Da).Sookie & Finn Fun and engaging animation films and flashcards for toddlers to encourage speech and language development.Super Star Speech Speech materials that have been designed by a speech-language-pathologist to assist parents in helping their children achieve developmentally appropriate speech and languageSpeech Buddies Speech Buddies are a series of products to help children and adults learn correct and consistent tongue positioning for five of the most difficult-to-learn problem sounds - R, L, CH, S, and SH.Speech 2 Teach Printable resources that enhance speech and language skills of children in preschool and elementary school.Speedy Speech The Speedy Speech™ program is designed to help students learn standard speech quickly and efficiently through short 5-10 minute, one-on-one drill sessions.

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I would like this page to be an ever growing resource of great speech and language links that will give us places to find great information. Please know that I have not reviewed or used all of the speech products listed below. Thanks!

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This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries. A global survey was distributed in Arabic, English, Italian, French and Spanish to assess children's mental health and psychosocial needs during the COVID-19 outbreak. A framework of topics to be addressed through the story was developed using the survey results. The book was shared through storytelling to children in several countries affected by COVID-19. Feedback from children, parents and caregivers was then used to review and update the story.

Over 1,700 children, parents, caregivers and teachers from around the world took the time to share with us how they were coping with the COVID-19 pandemic. A big thank you to these children, their parents, caregivers and teachers for completing our surveys and influencing this story. This is a story developed for and by children around the world.

This IASC MHPSS RG acknowledge Helen Patuck for writing the story script and illustrating this book.

©IASC, 2020. This publication was published under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). Under the terms of this licence, you may reproduce, translate and adapt this Work for non-commercial purposes, provided the Work is appropriately cited.

Translations

The IASC MHPSS RG has coordinated translation into Arabic, Chinese, French, Russian, and Spanish.

Contact the IASC Reference Group for Mental Health and Psychosocial Support (MHPSS) ( mhpss.refgroup@gmail.com) for coordination of translations in other languages. All completed translations will be posted on the IASC Reference Group website.

If you create a translation or an adaptation or this Work, kindly note that:

You are not allowed to add your logo (or that of a funding agency) to the product.

In case of adaptation (i.e., changes in the text or images), the use of the IASC logo is not permitted. In any use of this Work, there should be no suggestion that IASC endorses any specific organization, products or services.

You should add the following disclaimer in the language of the translation: "This translation/adaptation was not created by the Inter-Agency Standing Committee (IASC). The IASC is not responsible for the content or accuracy of this translation. The original English edition "Inter-Agency Standing Committee: [INSERT DOCUMENT TITLE] shall be the binding and authentic edition."

Click here for more adaptations: https://interagencystandingcommittee.org/adaptations-my-hero-you-country-level-initiatives

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My Hero is You, Storybook for Children on COVID-19

# data[].attributes.attachment_link.description
This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries.

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My Hero is You, Storybook for Children on COVID-19

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My Hero is You, Storybook for Children on COVID-19

# data[].attributes.body
Inter Agency Standing Committee

# data[].attributes.attachment_link.readable_text
This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries. A global survey was distributed in Arabic, English, Italian, French and Spanish to assess children's mental health and psychosocial needs during the COVID-19 outbreak. A framework of topics to be addressed through the story was developed using the survey results. The book was shared through storytelling to children in several countries affected by COVID-19. Feedback from children, parents and caregivers was then used to review and update the story.

Over 1,700 children, parents, caregivers and teachers from around the world took the time to share with us how they were coping with the COVID-19 pandemic. A big thank you to these children, their parents, caregivers and teachers for completing our surveys and influencing this story. This is a story developed for and by children around the world.

This IASC MHPSS RG acknowledge Helen Patuck for writing the story script and illustrating this book.

©IASC, 2020. This publication was published under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). Under the terms of this licence, you may reproduce, translate and adapt this Work for non-commercial purposes, provided the Work is appropriately cited.

Translations

The IASC MHPSS RG has coordinated translation into Arabic, Chinese, French, Russian, and Spanish.

Contact the IASC Reference Group for Mental Health and Psychosocial Support (MHPSS) ( mhpss.refgroup@gmail.com) for coordination of translations in other languages. All completed translations will be posted on the IASC Reference Group website.

If you create a translation or an adaptation or this Work, kindly note that:

You are not allowed to add your logo (or that of a funding agency) to the product.

In case of adaptation (i.e., changes in the text or images), the use of the IASC logo is not permitted. In any use of this Work, there should be no suggestion that IASC endorses any specific organization, products or services.

You should add the following disclaimer in the language of the translation: "This translation/adaptation was not created by the Inter-Agency Standing Committee (IASC). The IASC is not responsible for the content or accuracy of this translation. The original English edition "Inter-Agency Standing Committee: [INSERT DOCUMENT TITLE] shall be the binding and authentic edition."

Click here for more adaptations: https://interagencystandingcommittee.org/adaptations-my-hero-you-country-level-initiatives

# data[].attributes.attachment_link.title
My Hero is You, Storybook for Children on COVID-19

# data[].attributes.attachment_link.description
This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries.

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Idaho SESTA Padlet

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Educator Resources to Support Remote Learning

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Educator Resources to Support Remote Learning

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Idaho SESTA Padlet

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A.T. Quick Tips and Instructional Supports

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A.T. Quick Tips and Instructional Supports

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Padlet

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Idaho SESTA Padlet