Supports for Educators

COVID19TeacherpicSmall.jpg Supports for Educators

Office Hours:

Please note office hours are intended to provide real-time technical assistance to educators, caregivers, parents, and students. Technical assistance is not legal advice. Specific questions concerning a student’s special education program or the laws relating to the provision of services in a child’s IEP (Individualized Educational Program) should be directed to ConsultLine at 800-879-2301.

Testing your system:

Participants are encouraged to test your computers/devices prior to the date of the web conference using, and to seek local assistance if you encounter difficulty.

Date/Time:  Monday, Wednesday, Friday; 1:00 pm - 3:00 pm

Possible Topics:  A Family Engagement Consultant will be available, during our office hours to provide a quick response to your questions or concerns.

Email for Questions:


Grounding Activity:

What questions are children and families asking during these uncertain times?
  • What does this mean for families with limited resources?
  • How do parents who may have disabilities themselves support their children with changes to routines, stressors?
  • How can we provide FAPE with appropriate supports and services – to all children, given the divide of students with resources and students without resources? Given the implications of widening the divide, how can we continue school under these conditions?
  • What about timelines re: IEPs?
  • What about the loss of skills that children with disabilities may experience?
  • What about the uncertainty? When will school resume? What? When?
  • How does this impact students at different phases of life – early intervention, preschool, schoolage, graduation, transition, college?
  • How does this impact different families with multiple children with disabilities?
  • How do individuals with disabilities understand this (given that no one really knows)?
  • How are adults responding and how does that impact children?
  • What about community diversity – access to resources, devices, etc.?
  • What are the implications for individuals with different disabilities – for example, technology needs of children who are DHH?
  • How can we pause education for some because others need basic supports and resources? Are we thinking about the needs of all?
  • How can we create equity and protect civil rights as we move forward – for example, for children with medical conditions?
  • How can parents take this on too? How can parents navigate education/handle this in light of all the other stressors (not working, economic stressors, taking care of parents)?
  • How can we get the cart (official education) out of the way of the horse (basic needs)? What is really important right now?
  • How do families that speak other languages access information and education? Who will be left behind?
What supports or resources might help children and families?
  • Assuring kids are safe
  • Assuring kids are fed
  • Messaging for your children (not sharing your fear; not negative messages about “stuck at home with my kids”)
  • PEAL COVID 19 Resource Page
  • US Government and National Updates
  • Pennsylvania Updates
  • On-line Education Resources
  • Virtual Things to Do – museums, field trips, read aloud
  • Taking care of yourself and family
  • Community updates: How you can help
  • Parent support – virtual places to chat, connect with and commiserate with other parents who share their life experiences; Zoom chats
  • Eblasts with family resources such as PEAL COVID-19 Resource Page; Could by Bi-lingual Eblast (English and Spanish in same Eblast)
  • Offering calm words of wisdom
  • Feedback up the chain up to PDE and upward to national education system. Ideally, if the education system paused and put all resources into simply taking care of children and their basic needs until we work out plans so that all kids can move forward together. This crisis is beyond the point of education right now. Perhaps the entire national system needs to put all of these resources into protecting children.
  • Put the Maslow needs (basic safety) before the Bloom needs (education).
  • Reality check on compensatory education or accountability requirements (such as 180 days) – messaging may vary week by week based on how people are feeling/what people are experiencing