It can be hard to understand the needs of loved ones with mental health issues. This blog post, written by an individual with multiple mental health conditions, explains how the social isolation of the COVID-19 crisis triggers some of her symptoms—and how her family and friends can help.

The coronavirus pandemic may be affecting a loved one’s mental health, or your own, and it’s especially true for those with mental illness. This article describes symptoms to watch out for and offers practical coping strategies to help protect mental health.

The coronavirus pandemic may be affecting a loved one’s mental health, or your own, and it’s especially true for those with mental illness. This article describes symptoms to watch out for and offers practical coping strategies to help protect mental health.

People with Tourette syndrome and tic disorders, as well as those impacted by co-occurring conditions like ADHD, OCD, anxiety, and depression, can use these resources from the Tourette Association of America. It includes videos, webinars, and other resources that address issues related to COVID-19.

Families of students with health impairments or disabilities can use this compilation to navigate issues resulting from the COVID-19 pandemic. It includes resources for dealing with anxiety and remote learning, as well as issues facing those with specific impairments or disabilities.

Educators can use this IEP goal tracking sheet to collect student data during distance learning. There are options for involving parents, paraprofessionals, and students, depending on each student’s particular needs.

As families shelter in place due to COVID-19, children with hearing loss may need additional help. ASHA offers this guidance to parents (available in English and in Spanish) about hearing aids, communication habits, and prioritizing regular care.

With virtual meetings a critical tool for U.S. workers during the COVID-19 pandemic, people with hearing loss may experience new communication challenges. ASHA offers tips for making virtual meetings more effective for everyone, including students and families.

People with swallowing disorders may not have access to their usual treatment sessions with speech-language pathologists during the COVID-19 crisis. ASHA suggests steps to promote recovery, as well as tips to safely eat and drink to avoid rehospitalization.

For children with language disorders, social distancing to prevent the spread of COVID-19 can lead to fewer opportunities to practice language skills. ASHA suggests ways to help kids interact socially during this time, including setting up video playdates, reading together, and talking about TV shows.

Children and adults who stutter face extra challenges when using videoconference apps like Zoom. ASHA offers tips for making these virtual interactions more successful.

As families shelter in place, parents of preschoolers can help build their child’s speech and language skills during everyday activities at home. ASHA describes key communication skills for children ages 3–5, and offers suggestions for how parents can help.

Brooklyn LAB worked with several partners to develop a tool kit for returning to school buildings, consistent with recommendations from the Centers for Disease Control and the American Federation of Teachers. It focuses on health and safety and ways to update classrooms, breakout rooms, and common spaces.

During the COVID-19 pandemic, people with complex communication challenges may find it more difficult than usual to understand what is happening, to express needs and wants, and to get important information. This site offers tips and resources for these individuals and their families and caregivers.

This reference sheet for educators of individuals with spina bifida outlines academic struggles and strengths common among these students. It may be especially useful for educators and administrators who are working on distance learning accommodations for students with spina bifida.

These accommodations and adaptations for students with muscular dystrophy are useful both for educators in the school setting and for parents during distance learning. Parents can use this list to remind them what they need to make a plan for with their child’s teachers.

This booklet from MDA will help teachers understand the challenges faced by children and adolescents with neuromuscular conditions. Students with conditions like muscular dystrophy may be particularly at risk from exposure to the coronavirus, and care must be taken regarding the spread of germs in the classroom and beyond.

People with brain injury who are staying at home during the COVID-19 pandemic may find it useful to organize their days. In this video, a clinical neuropsychologist gives advice for creating daily routines, based on research and clinical expertise in working with people with brain injury.

Students recovering from concussion may find it especially challenging to engage in distance learning during the COVID-19 pandemic. This tip sheet offers practical advice for setting up a workspace, creating a daily schedule, managing symptoms, and more.

Teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) instructors share their experiences from distance learning during the COVID-19 crisis. In part 1, a parent describes what’s been challenging and what’s gone well for her daughter, a high school sophomore enrolled in AP classes.

Teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) instructors share their experiences from distance learning during the COVID-19 crisis. In part 2, the president of the Council of Schools and Services for the Blind and a TVI and O&M instructor describe how they’ve been meeting students’ needs.

Families of a child who is deaf or hard of hearing may need to advocate for their child’s needs in remote learning, especially if their child is in a mainstreamed setting. Issues like videoconferencing, captioning, and using interpreters are included.

These resources are a compilation of ways to do adapted PE for kids with autism, intellectual disabilities, and many other differences. There are fun skill-building activities for kids from preschool through high school.

This compilation for parents of blind, visually impaired, and deafblind children, from Texas School for the Blind and Visually Impaired, includes information about health and wellness, family resources, working from home when your child is at home, and more. Their curriculum books for basic skills and independent living are especially robust resources.

Information, tips, and activities from teachers at Perkins School for the Blind can help parents keep kids engaged in learning, no matter where the lessons take place. Included are occupational therapy ideas, fun math games, and more.

The Expanded Core Curriculum (ECC) is a disability-specific set of skills that compensates for vision loss and is foundational to all other learning. It focuses on independence, assistive technology, vocational training, social engagement and more to prepare your child for his or her fullest life possible. Parents of students who are blind or visually impaired can learn more about its nine areas in this flyer, including career education, assistive technology, independent living skills, and more.

The Virtual ExCEL Camp will include a live hour at 2:00 ET, on Tuesday, Wednesday, and Thursday and is free to all registrants. Also included will be five at-home extension activities for the camp theme.

Leader Dogs for the Blind offers teens ages 14–17 an awesome lineup of virtual summer camp activities. Explore guide dog travel, leadership skills, and more via Zoom, and keep the fun going all week with a game session, a private Facebook group, and lots more!

During the COVID-19 crisis, some people may experience added stress, anxiety, and depression and need to seek out mental health treatment. This resource covers options such as telepsychiatry, medication, and mental health apps, along with issues related to health insurance.

PaTTAN and the Bureau of Special Education have put together information to help families and professionals supporting children with disabilities in remote learning. Included are resources for academic subjects, adapted PE, assistive technology, and more for complex learners.

Job seekers with disabilities can use these resources when looking for a career that’s a good fit. The site offers online lessons, facts about employment for people with disabilities, and personal stories and videos about finding a job.

Special educators, therapists, and families of people with developmental disabilities can find curated COVID-19 resources here. It includes graphics, videos, and more about topics like hygiene, social distancing, and learning at home, with some materials available in Spanish.

This compilation features resources to help teachers and administrators support higher academic achievement for students with disabilities. While primarily created for Indiana educators, the general resources, webinars, and virtual trainings could be useful to any educator whose students have significant cognitive disabilities.

Students, familes and educators alike are facing stressful challenges resulting from sudden school closures and abrupt shifts to remote learning. The Trauma and Learning Policy Initiative convened a group of trauma-sensitive school leaders to listen to the many ways in which they are using the trauma lens to buffer the traumatic effects of these challenges and to guide their work in these difficult times.

Families and educators can use these tips from the National Alliance of Mental Illness to find healthy ways to adapt and cope with adversity and distress during the pandemic. Older students may also find this information useful for independent use.

Educators supporting students during the COVID-19 pandemic can use this information from National Child Traumatic Stress Network experts. Their trauma-informed recommendations can help educators navigate routines, communcation, relationships, well-being, and more.

Communities dealing with the loss of a community member can find bereavement resources here. Topics include communicating the loss to the rest of the community, supporting the family’s needs, and providing space to acknowledge what happened and how they feel.

The COVID-19 pandemic has posed unique social-emotional challenges to students across the globe. Social distancing efforts have changed daily routines, separated many students from their social support networks and, for some, have introduced and exacerbated stressors within their living environments. These social-emotional challenges disproportionately affect students who are racial minorities and from working-class families, as they are at higher risk for exposure to the coronavirus and the stresses related to social distancing efforts.

STEM educators can help students with disabilities—and all students—experience success with methods like hands-on engagement, built-in stopping and starting points, and project-based learning. Strategies for students with special needs include assuming competency, building on strengths and interests, and using assistive technology.

Educators and administrators can use Google Forms to track student performance, create lesson plans, brainstorm with colleagues, and more. Plus students can learn how to create their own Google Form–it’s a fun way for them to show what they know.

This brief can help policymakers, advocates, and practitioners take strategic action on behalf of ELs with disabilities. It provides an overview of the separate but intersecting federal policies that govern the identification of and services provided to these students.

These sample questionnaires can be used remotely during school closures to provisionally identify K–12 students as beginning, intermediate, or advanced English learners (ELs). Also find suggestions for supports that are appropriate for ELs, including those with disabilities.

IEP case managers who need to wrap up their responsibilities for this unusual school year—and plan for next year—can use this checklist to be sure that students are sent to their next setting with all the information the team needs. Steps for compliance, student transfer, and caseload planning are included.

Teachers can use this template to plan lessons using the principles of Universal Design for Learning. A lesson planned with UDL principles meets the needs of all students, presenting information in multiple formats and allowing students to display mastery in various ways.

The U.S. Department of Education offers guidances to help states, districts, and schools provide effective services to English learners (ELs), to improve their proficiency and achievement and ensure that they’re college and career ready. It can be used with the department’s guidance on IDEA to support ELs with a specific learning disability (SLD).

Educators will find information on best practices for serving deaf and hard of hearing students during the COVID-19 pandemic. Deaf students will also find resources, such as tips for getting the most out of online learning.

This toolkit offers plain language information about the COVID-19 pandemic for people with intellectual and developmental disabilities. It includes resources for working with support staff, getting unemployment benefits, and more.

This document outlines what teachers, families, school leaders, and students need to know about learning from home. It includes recommendations and resources for creating culturally responsive-sustaining remote education.

If reading is a struggle, it can be hard to get your child to sit down with a book. Here are six other things kids can read—and hopefully have some fun too.

Learning how to divide fractions can be really tough for many kids. Use these printable fraction strips to help students visualize how to divide fractions.

It’s not easy transitioning to distance learning, even for teachers who are parents of school-age kids. Get tips on how to juggle two roles: teaching students remotely while also helping your own kids learn at home.

Building a good relationship between families and schools is important. Get tips on how to break down common barriers that can get in the way.

Educators and parents can use AIM’s evidence-based literacy instruction to support children’s reading skills in a remote setting. The “Pathways to Practice” series features videos that explore literacy instruction, enabling teachers and parents to apply the principles as kids learn at home.

This article from Understood offers educators practical steps for identifying and reducing their students’ barriers to learning. A downloadable chart outlining Universal Design for Learning principles for breaking down barriers is included.

Educators can use these “before,” “during,” and “after” strategies as to help students set a purpose, monitor understanding, and discuss and respond to text. Explicit strategy instruction is at the core of good comprehension instruction.

Students with disabilities who are doing physical education at home can use these resources. They include calendars of exercises, activity logs, exercise videos, and more.

The University of Florida Literacy Institute developed this site to assist teachers as they explore new ways to teach foundational reading skills using technology. This site has tools and lesson templates for reading instruction and intervention with children in the elementary grades.

Behavior analysts will find guidance particular to their practice during the COVID-19 pandemic. Documents from OSHA, the U.S. Department of Education, and professional organizations are included.

Registered behavior technicians, ABA providers, and BCBAs can use this compilation of COVID-19 resources from the Behavior Analyst Certification Board. It includes information about examination schedules, continuing education, and more.

Teens and young adults with disabilities and those who work with them can use this compilation of information about career exploration, employment, and vocational rehabilitation. Many of the resources can easily be shared electronically or printed out.

Families and educators can find out what kind of executive function and self-regulation skills are typical at what age in this overview from Harvard University’s Center on the Developing Child. Activities for building executive skills are included.

Teachers, parents, and people with disabilities can get practical, real-world answers for a wide variety of common issues, from time management to online learning in this fun podcast. The hosts, Dr. Lisa Dieker and Dr. Rebecca Hines, are professors at the University of Central Florida in the College of Community Innovation and Education.

This blog post presents an interesting way for educators to provide student-paced instruction via “playlists.” The strategy may adapt particularly well to virtual instruction.

Parents and therapists can find a wide range of speech-language blog posts, podcasts, and videos at this site created by a speech-language pathologist. The online shop also offers DVDs, therapy manuals, and more.

Families and professionals can use this free assessment tool from the Communication Matrix. It helps them easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Recommended by WestEd.

Many families with a child who has autism are on their own during the COVID-19 crisis, with little or no day-to-day assistance or guidance. This blog post gives some proactive strategies for managing behavior and ensuring safety.

Families of children with autism have diverse needs, concerns, and priorities, and they’re impacted by the COVID-19 crisis in different ways. This blog post offers tips and strategies for modifying the home environment, providing visual supports, and more.

These free resources are created especially for beginning and struggling readers, including those with dyslexia, learning disabilities, and cognitive disabilities. They can read these books with a teacher, tutor, family member, or peer. Like with all controlled text, it is important to pair with more natural stories for listening activities.

Parents can turn IEP goals into home-based activities during distance learning with this template from a leading inclusion expert. The site also has resources to foster inclusion beyond the specific focus of distance learning.

Administrators, teachers, and case managers in charter schools can use this charter network’s comprehensive COVID-19 plan to get ideas for their own. Plans are included for their special education teachers, paraprofessionals, and members of the child study team.

Teachers with limited experience in online and distance learning can use this get-started guide as an overview of best practices. It offers recommendations about technology and tools, supporting diverse learners, plus lessons learned from educators who have taught online.

Teachers with limited experience in online and distance learning can use this get-started guide as an overview of best practices. It offers recommendations about technology and tools, supporting diverse learners, plus lessons learned from educators who have taught online.

IEP team members can use this sample agenda to prepare for their next virtual IEP meeting. Roles, norms, and steps to follow are included.

IEP team members who speak Spanish can use this sample agenda to prepare for their next virtual IEP meeting. Roles, norms, and steps to follow are included.

Adults working with kids on self-regulation skills can find downloadable tools here. A self-regulation rubric, suggestions to reduce stress, and examples of ways to restore energy are included, along with discussion guides and more. The homepage also profiles a video series about self-regulation during COVID.

Kids with ADHD may find remote learning especially challenging. Find out how to support kids who are struggling with being cooped up at home and having a different way of attending school.

Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law and advocacy for children with disabilities. Their COVID-19 resources include informations about waivers to rights under the IDEA and Section 504, IEP meetings, and more.

Many kids who struggle with focus have a hard time with distance learning. Learn how celebrating even the smallest focus “wins” can help motivate your child.

IEP team members can use these tip sheets about the technological aspects of virtual IEP meetings. Q&As cover hosting and participating in meetings, and what to do before, during, and after your meeting.

Daily webinars and lessons at this site are created for students with visual impairments. Paths to Literacy is collaborating with the American Printing House for the Blind and CalState University to present this programming.

Special education teachers as well as general educators can use these best practices for distance learning. Parents will also find tips for supporting digital learning.

Useful, relevant resources from state deaf-blind projects, NCDB, and other sources offer information about providing distance technical assistance (TA) while schools are closed during the COVID-19 pandemic. Find fact sheets, best practices, and more virtual TA ideas.

Individuals interested in literacy instruction for children with combined vision and hearing loss, multiple disabilities, and other complex learning challenges will find in-depth information here. The site organizes useful, relevant resources from state deaf-blind projects, NCDB, and other sources to inform distance TA while schools are closed during the COVID-19 pandemic. Recommended by WestEd.

Therapists, teachers, and parents looking for OT that can be done at home will find resources to support and promote developmental skills for kids. Activities for dressing, writing, using scissors, and more are included.

Educators can give their students’ families useful materials about how they can support distance learning. There are also resources to help educators to plan online lessons, adapt IEPs for distance learning, and communicate with families.

These resources have been compiled for students and adults with vision loss to use during the COVID-19 outbreak. Topics include online learning, accessible medical devices, work-from-home solutions, social gaming, staying connected with others, and more.

Kids can listen to these podcasts and then do orientation and mobility (O&M) activities in their home and neighborhood. An O&M instructor created these fun activities for mapping, identifying landmarks, and picking up clues like sounds, smells, and temperatures.

These resources on providing instruction to students with deaf-blindness during the COVID-19 pandemic specifically focus on students who are proficient communicators. Many of the items were suggested by experts in services for students and adults who are deaf-blind, deaf/hard of hearing, or blind/visually impaired.

In these podcasts, special populations practitioners share how they’ve transitioned to emergency remote learning. Topics include data-driven instruction, creating an inclusive environment, and more.

IEP teams can use digital tools to hold virtual IEP meetings. Get tips for scheduling, preparing, and conducting meetings when it’s not possible to meet in person.

During remote learning, educators continue to monitor their students’ progress toward IEP goals. This article discusses questions to consider, how to use existing resources for progress monitoring, and ways to foster a strong partnership with students’ families.

Educators holding virtual IEP meetings can use these suggestions to help the process go smoothly for all. Included are checklists of important steps, plus guidance about using technology equitably and maintaining professional behavior and appearance.

Teachers facilitating student collaboration during remote learning will need to explicitly teach and model new skills. This resource outlines planning lessons, modeling collaboration skills, and providing feedback.

Teachers can learn new strategies for keeping students with disabilities engaged during remote learning. This resource offers step-by-step tips for connecting with students, and encouraging and monitoring their participation and attendance.

Teachers whose students have IEPs need new ways to implement accommodations and modifications during virtual learning. This resource includes suggestions and best practices, plus tools that can be used directly by the student.

Teachers in virtual learning environments will need new ways to lead small group instruction. This resource gives pointers for different models of instruction, differentiating instruction, anticipating barriers, and more.

Educators and families of students with low-incidence disabilities face barriers in maintaining important structure and routines when schools are closed. This resource includes a discussion of family partnerships, communication with students, and instructional delivery strategies.

Teachers making online materials accessible for students with disabilities can start with the tools already available on their classroom platform. This resource gives tips for using those tools, guidance for creating accessible content, and more.

Individuals interested in literacy instruction for children with combined vision and hearing loss, multiple disabilities, and other complex learning challenges will find in-depth information here. The site organizes useful, relevant resources from state deaf-blind projects, NCDB, and other sources to inform distance TA while schools are closed during the COVID-19 pandemic. Recommended by WestEd.

Families, educators, and service providers can use these resources to work on building relationships, creating and maintaining routines, and building resilience. The materials are useful for at-home learning and also for re-entry when school buildings open again.

This resource outlines five ways that educators can address the impact of the COVID-19 pandemic on their students. It offers strategies for behavior goals, social interactions, executive functioning, and more.

Professionals, students with disabilities, and their families can use this listing to find low-cost and no-cost web-based transition resources. The table format lets users find materials related to self-determination, employment, postsecondary education, and more.

Educators working with teens and young adults with disabilities can find tools for distance learning in this collection from the CEC’s Division of Career Development and Transition. This will be of interest to those working with students who, in the midst of the COVID-19 pandemic, are exploring career interests.

This resource for educators of students with disabilities, provided by the Council of Chief State School Officers (CCSSO), has links to virtual learning guidance from state education departments and local school districts. It also features information from local and national professional organizations.

Educators doing 1:1 check-ins with students during remote learning can use this strategy for giving culturally responsive, asset-based feedback. This model can be particularly useful for students with disabilities or learning differences.

Educators who use captioning technology can find out about different types that are available, as well as alternate accommodations to captions. This may be particularly helpful for IEP teams as they work to provide access during virtual learning.

Illinois Digital Educators Alliance (IDEA) compiled webinars and resources to support educators in planning and delivering virtual learning. Included are strategies for special education, speech, OT, and other related services, as well as learning calendars and links to accessibility guidance for Apple, Google, and Microsoft programs.

As educators and families adjust to remote learning, these research-based ideas and tools can support student growth in reading comprehension. These webinars and videos may be particularly helpful for schools using the ReadWorks platform.

This guide offers practical suggestions for how families can create and maintain routines at home. It includes a sample visual schedule that can be adapted for individual student and family routines.

This guide helps teachers, counselors, and other school staff work with students and their families to ease anxiety during distance learning. Students learn words to express what they’re feeling as well as coping strategies to use at home.

Case managers or school teams can use this tracker to monitor students’ engagement with distance learning and to provide accommodations. Options include ways to track teacher time; small group, individual, and consultation services; and changes from the original IEP to remote IEP services.

Educators looking for ways to meet IEP service mandates during the COVID-19 pandemic can explore framing mindsets and options here. Sample service scenarios show what interventions and related services could look like when provided remotely.

This post lays out five ways to support students with complex needs in virtual learning. It includes suggestions for check-in topics, as well as practical strategies for working with families and partnering with paraprofessionals.

Educators striving to make virtual learning more accessible for students with disabilities will find step-by-step sheets, daily tips, and links to resources. This site is an example of how districts can provide guidance and tools for educators.

The Council for Exceptional Children’s Division for Early Childhood offers resources for supporting students in early intervention and early childhood special education during remote learning. It features articles, videos, webinars, and more for educators, as well as stories for children.

A choice board can help students with and without disabilities engage with online learning activities at home. Teachers can get ideas from the sample choice board and then create their own using the included template.

Special Olympics has developed a series of fitness videos designed to get people with disabilities moving at home. They’re led by six Special Olympics athletes and feature WWE star Becky Lynch.

This vocabulary board with words related to COVID-19 can be used by those using symbol-supported communication. The board can be laminated so it can be sanitized.

Co-teaching pairs are taking their collaborative practices from traditional classrooms to virtual formats. Get suggestions for how various models of co-teaching can be used in distance learning for both general and special education.

How can ELLs—including those with disabilities and other challenges—and their families access school communications and closure plans related to COVID-19? Here are some considerations to help educators, schools, and districts. Recommended by WestEd.

EnvisionIT (EIT) is a free, evidence-based, standards-aligned, college and career readiness curriculum for students with and without disabilities in middle and high school. The teacher-guided, digital curriculum focuses on helping students develop key literacy and career skills needed for the 21st-century workplace. Recommended by WestEd.

This resource center addresses issues related to educational interpreting during the COVID-19 crisis. It contains helpful links to guidance documents as well as interpreter-specific resources for distance learning.

Deaf teens can try out Deafverse, the first online game entirely in American Sign Language. The web-based game is designed to support self-determination skills, such as working with interpreters, advocating for access, and requesting accommodations—and it’s fun. Recommended by WestEd

Schools and students both have responsibilities regarding the use of assistive listening systems for deaf and hard of hearing students, in the classroom and remotely. This resource offers helpful guidelines, explanations, and tools that can be used in the process of team decision-making and implementation.

IEP teams can use this easy-to-read document to help them think through what is needed for remote speech-to-text services. Remote captionists (or transcribers), equipment, and audio- and videoconferencing software are discussed.

Students using remote access services like interpreters and captionists can use these tips to have a successful experience. This resource suggests important things to discuss with the service provider as well as some troubleshooting basics.

Institutions can use student evaluations of remote services to ensure that they’re providing what students need. This evaluation template gathers structured input from students regarding the quality of the technology and the communication access services.

"These 10 tips from the National Deaf Center can help educators and institutions make sure that everyone has access to the same course content during these challenging times. Tip #2: Remain flexible, because it won’t be “one size fits all.”

Educators of students with autism can use these downloadable, ready-made visual supports and tools. There are evidence-based tools in four categories: behavior, communication, social, and classroom organization.

TSLAT’s resources are geared toward educators, but parents and others find the material valuable, too. Its 90+ online courses, teaching manual, video gallery, information on autism evaluations, and more are free and available to all.

This resource provides a comprehensive list of questions to help districts and schools assess their readiness to address continuity of learning in emergency situations.

This compilation of resources from Understood includes links to skill-building and strengthening activities that families can incorporate into their remote learning environment. Educators can integrate into home instruction or share with families for support.

This provides a resource for IEP teams to use as they navigate virtual meetings. The guide includes a sample agenda with questions to think about as you plan, a "how to," and issues to consider around technology.

This is a collection of free, downloadable lesson plans and resources that can be adapted and used for online learning. Search parameters include grade level and subject area, and includes topics relevant to students with disabilities.

This document contains guiding questions and suggestions for school psychologists to use in keeping equity at the center of service delivery systems during COVID-19 (and beyond.)

This page contains resource links to support the implementation of accessible materials, many tailored to online learning. It includes a section with suggestions tailored to different types of school staff.

These pages provide definitions, guidance and resources related to accessible instructional materials. This information can serve as a primer to staff new to online accessibility concepts.

This comprehensive report explores how different states were navigating the shift to online learning as of 2019. Links to state plans and online resources can provide helpful examples to teachers.

Curated by a school in Massachusetts that serves students with language-based learning disabilities, this page contains resources and best practices to help schools and educators structure remote learning to support all students. Links includes tips for common student support needs, including reading comprehension and written expression.

This site provides information for educators and parents as schools make a quick switch to distance and online learning. School Virtually provides tips on designing online instruction, using technology tools, and supporting students with disabilities and language learners.

This fact sheet from the US Department of Education discusses the potential implications of COVID-19 on state assessment and accountability systems. This fact sheet also addresses other considerations regarding the use of federal funds under ESEA.

This letter, from the DOE's Office of Civil Rights, discusses stereotyping, harassment, and bullying directed at persons perceived to be of Chinese American or, more generally, Asian descent, including students.

This page contains a brief explanation of Communication Services for the Deaf (CSD)’s American Sign Language (ASL) Now hotline, administered by Connect Direct. This service has a team of deaf agents who are both fluent in ASL and trained to provide important information about coronavirus to help curb confusion and misinformation.

This compilation of videos includes American Sign Language (ASL)-signed books as well as original stories submitted by children.

This checklist for teaching deaf students online helps educators meet the important needs of their students and ensures compliance with the law.

This site contains evidence-based mathematics resources for educators by an Associate Professor in the Department of Special Education at the University of Texas at Austin. It contains links to YouTube video examples of how to apply evidence based strategies to teach math concepts. Recommended by WestEd.

This resource contains recommendations for educators to assist parents in better understanding the learning needs of their children and how to best support them at home with remote learning. Available in English and Spanish.

This site and professional development (funded by the Library of Congress TPS program since 2011) supports the teaching of Students with Disabilities in History and Social Science.

This resource contains weekly e-learning plans for a school district, including modified curriculum access points, as well as college-, career-, and life-ready and transition activities. It contains practical activities that teachers and service providers can send to students to keep students engaged. To find the modified curriculum access points, scroll to the grades and topics listed. Note: Teachers should plan these with families to provide support in implementation.

This resource provides ideas on how to connect learning to the daily activities happening within the home for students with significant cognitive disabilities. It can serve as a helpful compliment to educator-provided remote instruction. The resource is well organized by grade span, provides choices for individualization, alternative options for students who do not read, and reflects appropriate and evidence-based teaching strategies. It also provides a sample daily schedule for families with and without access to technology. Note: some activities require additional support from a family member to transition between activities and keep the student on task depending on their level of need.