Continuity of Learning During COVID-19 Resource Database

This Voices From the Field piece includes a discussion with Amy Campbell who has been working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions (e.g., Down syndrome, cerebral palsy, autism) as a special education teacher for the past 12 years in the Camas School District in southwest Washington state. In the piece she highlights how she has adapted her instruction to support students during Spring 2020.

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.

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.

Open Educational Resources (OER) support flexible instructional opportunities through the use of materials that can be reused and remixed to meet the needs and preferences of a wide range of learners. In this webinar, educators who are new to OER will learn how to create accessible OER using Open Author and how to evaluate existing OER in a variety of formats for accessibility.

Social media can provide opportunities to clearly communicate policies and procedures to families during remote learning, and this resource provides tips on how to ensure all communication shared through social media follows accessibility best practices.

The use of video to support instruction is growing with remote and hybrid learning, and this resource focuses on the top tips and techniques for creating accessible video content that also engages learners and promotes understanding for everyone.

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.

The U.S. Department of Education released a new resource to provide information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.

Rebuilding the Pyramid: Reconnecting After a Break is a one page tip sheet to help preschool practitioners intentionally plan and think about how to support children’s use of social and emotional skills that are important to re-teach or remind children after being away from a classroom.

This tipsheet includes suggestions and resources to help you take care of yourself so you can support your child.

Helping your child during the pandemic provides families with a few strategies to help their child cope during the pandemic. Programs and professionals are encouraged to post this resource on their web sites or share through social media.

Use this visual choice board to help young children select and use a classroom greeting while maintaining social distancing.