EALA

Disability: Orthopedic Impairment

  • Transforming the Parent-Teacher Relationship in Remote Learning

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    Brittany Moser, autism spectrum disorder (ASD) coach at Neighborhood Charter Schools, shares a resource aimed at partnering families and schools during the COVID-19 pandemic. In this case study, Brittany shares how her resource, “Tips and Tricks for Remote Learning,” became a foundational launchpad for supporting families in educating their children remotely. 

  • Virtual Writing Lesson for an Inclusive Classroom

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    This case study describes distance learning with an inclusive classroom for writing at the 2nd grade level. The strategies and approach described reflect the Universal Design for Learning approach to inclusive education design and were designed to explicitly build student knowledge, skills and engagement in navigating the new virtual classroom. The use of Book Creator,…

  • Facilitating Community Supports for Students with Significant Disabilities

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    Mass Families Organizing for Change (Mass Families or MFOFC) is a grassroots, statewide network of people with disabilities and their families, and has a 30-year history of responding to the needs of families. We partner closely with four different human services providers who contract with the Massachusetts Department of Developmental Services (DDS) to provide leadership…

  • A Virtual Session: Language & Social Pragmatics

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    This case study describes a virtual Speech and Language Pathology session focused on language and social pragmatics. Clinicians describe working with a kindergarten student with autism and challenges with language. The use of Zoom, online animated story books, and digital manipulatives are described.

  • Multisensory Reading Instruction

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    This case study describes an example of multisensory reading instruction implemented through a distance learning approach. The practitioner describes working with a first grade student with a diagnosis of dyslexia and significant reading difficulty. The use of video conferencing to support strategies like modeling, family coaching/support and game-based learning are described.

  • Growth Mindset and Mindfulness at a Distance

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    Juliana Urtubey, 2021 National Teacher of the Year, leads an inclusive class designed to help students manage the emotions of daily life and school. During distance learning, she helps students find helpful strategies to center themselves when they’re feeling big emotions. She proposes using this time to continue to build community and relationships so that…

  • Meeting Students Where They Are: Strategies for Adapting Services for Students with Disabilities

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    Note on Confidentiality: The author of this piece works with a small number of students who have distinctive disability profiles. In order to ensure her students’ confidentiality, we have kept her school’s name and its location anonymous. I’ll be honest. When we first started doing virtual learning I felt really horrible about how things were…

  • Strengthening Connectivities From a Distance

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    At Paramount Schools of Excellence, our mindset during the unknowns of the COVID-19 pandemic has been long term implementation – we are acting as if this isn’t going to go away, so we keep our head in the game to make sure we are setting up for long term success. We switched immediately into an…

  • Occupational Therapy in the Park: A Creative, Socially Distant Solution for a Child With a Learning Disability and ADHD

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    This case study describes my work with Lucy, a 5-year-old child with working memory weaknesses, visual spatial difficulties, ADHD, and sensory processing disorder. Because Lucy struggles with attention, she finds it difficult to retain what letters and numbers look like. Before the pandemic, we had been doing a lot of multisensory work to help her…

  • Social Emotional Growth through Academic Content for All Students

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    This case study describes the experiences of a fifth-grade special education teacher in New York City as she works to support her students’ basic and social-emotional needs—as well as their need for academic process during distance learning. She reflects on her experience and specific strategies, and she describes her classroom’s transformative experience during a unit…