March 14, 2020, ushered in an unanticipated and fundamental change in the delivery of services for children with disabilities, upending the timely identification, assessment, evaluation, and delivery of services. While education for all children changed, the pandemic required a unique interpretation of services for children with disabilities and a cataclysmic revisioning of the meaning of timely services and the where and location for the delivery of services. Timelines and delivery modes were revamped, striving to revision a mode of virtual and hybrid services in a constrained model of what are early intervention and special education services consistent with federal and state laws and regulations. Initially, it was thought that federal waivers would be available. Instead, broad guidance was provided, leaving states with the responsibility to devise a broad range of substitute strategies for identification of eligible children and the delivering of services to implement diverse and individualized educational programs.
The myriad of issues and initial service solutions was confusing, leaving many families with the complete cessation of services and others with a near perversion of therapeutic strategies designed to address the needs of the more severely disabled. Social and income inequities surfaced immediately with many families lacking access to internet and without the necessary technologies to participate in any form of virtual learning or services. Issues of childcare and parents as teachers have plagued the implementation of the varied models of services. States floundered in the specific guidance needed by local systems and funding lagged to assist in modification of classrooms, delivery models, and the need to address transportation. Solutions were as diverse as there are local systems and funding options.
Initially many educators and parents relied on the guidance that children would return to school in the fall of 2020. Young children and students with disabilities face significant education challenges as the beginning of school in the fall approaches. Around the country, school districts are grappling with the format and pace of programming while at the same time accommodating the learning needs of many children. The physical obstacles include transportation of children while observing social distancing and variations in hybrid models of in-school and virtual learning.
Many young children and students with disabilities may not be willing to tolerate masks, particularly when riding for long periods of time on a bus or when attempting to communicate if dependent on sign language or communication supports. Variability in routines will challenge children if the schedules are intermittent or are unexpectedly changed due to recurrent school closures for student or teacher illness.
Some children with IFSPs and IEPs that have not been implemented during the quarantine period may be eligible for extended school year, as well as compensatory services. Team meetings, with parent participation, will evaluate the current levels of student functioning within the curriculum and determine any revisions that will assist the child to be successful. Additional educational and therapeutic services may be necessary to support the child with regressions during distance learning.
Early Intervention Services and Special Education for Parents and Grandparents 