Continuity of Learning During COVID-19 Resource Database

Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.

Many educational materials are not purchased, but created by educators and staff as they are needed. This resource focuses on five practices for getting started with the creation of accessible documents and slide decks that can be shared with families to support continuity of learning for all students, including those who use assistive technologies to interact with educational materials.

The shift to remote and hybrid learning have highlighted the importance of accessibility as a way to ensure educational equity for all learners. This resource focuses on concrete steps educators and administrators can take to ensure the technology they are purchasing meets accessibility requirements.

Need key strategies on educational and transition planning for deaf students? A flexible, positive approach along with resources, tip sheets, and toolkits can support for Fall 2020 and beyond.

Useful, relevant resources from state deaf-blind projects, NCDB, OSEP, and other sources to inform distance TA while schools are closed during the COVID-19 pandemic. Includes resources to share with families and educators.

Grade level standards-based curriculum can be taught through authentic learning activities at home. This resource shows teachers and parents how to collaborate to support a child’s progress on his or her individualized goals at home.

This resource discusses how schools can plan for transitioning students with significant cognitive disabilities back into their schools after distance learning. The resource focuses on relationships, communication, and data.

How do we provide instruction at school, at home during distance learning and, if needed, pivot between the two environments for students with significant cognitive disabilities? The TIES Center's 5C Process and Learning Matrices focuses on meaningful learning for students in inclusive environments and helps to make transitioning between instruction at school and at home during distance learning straightforward and easier for both schools and families.

While most change happens slowly, COVID has forced schools and families to change quickly. This resource offers questions and suggestions for administrators, teachers, and families as e

This overview is intended to communicate a framework for supporting all students (including those with significant cognitive disabilities) to actively engage with classmates, learn grade-level general education curriculum, and learn other essential skills.

This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.

Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.

This checklist, offered in Chinese and Spanish as well as English, provides early childhood educators with practical information about integrating educational technology in their classrooms – and can be adapted for out-of-class use.

Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.