33
Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together
Requirements
• Prepare with the understanding that there has been no waiver of requirements
under the IDEA for provision of a free and appropriate public education (FAPE) in the
least restrictive environment (LRE). During COVID-19 school closures, schools were
required to provide FAPE consistent with the need to protect the health and safety
of students, as well as those individuals providing education, specialized instruction,
and related services to these students. Schools may not have been able to provide
all services in the same manner that they are typically provided. Federal disability law
allows for flexibility in determining how to meet the individualized needs of students
receiving special education services.
• Treat students eligible for special education and other special populations as
general education students first. Guidance and policies related to school reopening
plans apply to all students, including students with special needs who qualify for
individual education programs under the IDEA and accommodation plans for eligible
students under section 504 of the Rehabilitation Act. If students with disabilities
are unable to access the reopening plan as designed, facilitate individualized and
alternative means of re-entry based upon student need, present levels of functioning,
developmental levels, and student/parent input. Consider blended learning
schedules if needed.
• Do not make programming decisions based on a student’s disability category.
However, the nature and/or severity of a student’s disability may require unique
considerations. Protocols should consider the student’s developmental level and skills.
Guidance
• Anticipate flexibility with these guidelines for specific special education programs, so
long as the program follows established standards as well as public health strategies
such as proper hygiene, social distancing, and cleaning/sanitizing.
• Implement protocols to communicate safety guidelines to students, staff, and families
to ensure that they feel safe within the school environment (use multiple means of
communication in multiple languages to ensure equal access to the information).
• Communicate with families of students with a high level of need to develop transition
plans to assist special population and special education students in their return to the
school building. The use of social stories, visual cues, and other appropriate developmental
strategies should be used to reinforce these new concepts and protocols.
• Work with local special education and McKinney-Vento staff and students/parents to
develop a COVID-19 transportation protocol for each special needs and student.
• Identify students who have had the most difficulty accessing remote learning
opportunities and prioritize access to in-person instruction, for example:
−
−
−
−
−
−
−
−
students who may require direct physical assistance for safety, health and selfcare
(feeding, toileting, activities of daily living [ADL]);
Staff/educators will continue to abide by all the OSHA guidelines.
Develop protocols for PPE and soiled clothing.
students who may exhibit significant behaviors that require de-escalation
strategies and emergency safety protocols;
Training for staff in use of emergency physical interventions and use of PPE.
students that have significant communication and/or executive functioning
deficits;
students with impaired vision, hearing, and/or other physical disabilities; and
students who have been unable to access related services.