Special Education Guidance for COVID-19
- Special Education Planning for Reopening Washington Schools 2020 (Published 7/30/2020)
- Planning Guide Form Published 7/30/2020
- Q&A Provision of Services to Students with Disabilities (Updated 7/10/2020)
- Online (and Offline) Resources to Support Continuous Learning for Students with Disabilities (Updated 5/8/2020)
- Online Professional Development Opportunities for Supporting Students with Disabilities (Updated 5/8/2020)
- Provision of Services to Children with Disabilities in Early Childhood Programs during School Facility Closure (Published 5/5/2020)
- Supporting Inclusionary Practices during School Facility Closure (Published 4/7/2020)
- Guidance Regarding IEP Reviews During COVID-19 (Published 3/18/2020)
The page provides resources for Washington State schools and districts to guide decisions and provision of FAPE for students receiving special education during the COVID school closures.
Special Education Planning for Reopening Washington Schools 2020
This guidance is not intended to duplicate the content of the Reopening Washington Schools 2020 District Planning Guide, which included special education participation.
Our goal is for this document to serve as a companion resource, to provide guidance, best practices, resources and unique considerations for supporting students with disabilities, their families, and all educators throughout the school reopening process. For additional technical assistance on the provision of special education services throughout the school reopening process, refer to Questions and Answers: Provision of Services to Students with Disabilities during COVID-19 in Summer and Fall 2020.
In these unprecedented times, we remain focused on providing needed services to students and addressing barriers to access so all students receive quality educational services. Please share your feedback on this guidance document with us through our Survey—Reopening Washington Schools 2020: Special Education Guidance.
Continuous Learning during School Facility Closure
Guidance Document: Supporting Inclusionary Practices during School Facility Closure
The purpose of this document is to share guidance, suggestions, and resources for providing instructional supports to students with disabilities through continuous learning opportunities during school closures.
Continuous Learning during School Facility Closure
- Continuous Learning Implementation Guide
- Continuous Learning Plan
Resource List: Online (and Offline) Resources to Support Continuous Learning for Students with Disabilities - Updated 5/8/2020
In response to school closures due to COVID-19, OSPI content experts have curated a selection of links to external organizations to support students with disabilities through school closures. These resources include courses, lessons, videos, educational games, physical and outdoor activity suggestions, and a section for supporting students with disabilities. We have also noted resources that include offline activity options, such as downloadable worksheets, lesson plans, and activities. The resources can be filtered by content area, grade span, and whether the link includes supports and activities for teachers, parents, and/or students.
Online Trainings: Professional Development Opportunities for Supporting Students with Disabilities - Updated 5/8/2020
This document lists online professional development opportunities across multiple topics. The information includes the topic area, title, format, how to access the professional development, the source/developer, any associated costs, clock hours available, and the date the resource was added to the document.
Early Childhood Special Education Guidance
In partnership with the Washington State Early Childhood Special Education Coordination Team, OSPI Special Education has developed guidance on the Provision of Services to Children with Disabilities in Early Childhood Programs during School Facility Closure. The guidance document addresses early childhood transition from IDEA, Part C to Part B, including the role of school districts in the initial eligibility process. Other topics include child outcome summary (COS) entry and exit ratings, and considerations for students transitioning to kindergarten during a school facility closure. For additional information, please contact Ryan Guzman, OSPI Early Childhood Special Education Coordinator, at Ryan.Guzman@k12.wa.us.
This guidance is current as of July 10, 2020. The Q&A includes information for districts, educators, and families on FAPE for students with disabilities during school closures to include: provision of services, early childhood considerations, secondary transition considerations, child care, communication with families, timelines, fiscal considerations, and additional resources. Information in the Q&A will be updated frequently to reflect current guidance as it is released. If you have questions, please contact Glenna Gallo, Assistant Superintendent of Special Education, or call at 360-725-6075.
Information & Resources from Outside OSPI
- COPAA, NASDSE, NDRN, National Place Statement on Serving Students with Disabilities During COVID-19
- DVR limits in-person services in response to COVID-19 outbreak: News Release
- Early Support for Infants and Toddlers (ESIT) Guidance Memo #2020-01
- Notification of Enforcement Discretion for telehealth remote communications during the COVID-19 nationwide public health emergency
- OCR and OSERS Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities
- Remote Interpreting in Educational Settings: Best Practice Recommendations
- School-Based Health Care Services (SBHS) COVID-19 Billing FAQ
- U.S. Department of Education: Supplemental Fact Sheet (Español) Addressing Serving Children with Disabilities during COVID-19 national emergency (March 21, 2020)
- U.S. Department of Education: Questions and Answers on Providing Services to Children with Disabilities During the COVID-19 Outbreak (March 12, 2020)