Fallout from the last 2 years includes students who have actually had no in-person education for 12-18 months and special education instructors who were not able to work in person with many of their trainees. Weve also seen the teacher scarcity grow, with many moving or retiring into other professions because of the tension, or having to quarantine as new pressures of COVID develop. The combination of these elements makes it hard to keep up with a caseload under typical situations, adding to the disappointment for everyone.

Making it a lot more complex are IEP meetings taking place via Zoom or Google Hangouts, using sometimes-unreliable web connections, and the requirement for increased parent involvement, which is not constantly possible.

Jenny Ponzuric, MA, LEP, ABSNP, Consultant, Riverside InsightsJenny Ponzuric, MA, LEP, ABSNP, is a former school psychologist. She presently works with school districts and acts as an expert for Riverside Insights.

Theres no doubt that every trainee lost important in-person school time over the last 2 academic year. Students with IEPs dealt with extra obstacles keeping rate during hybrid or remote learning.

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Now that students have generally returned to their school structures, educators are getting ready for customary IEP evaluations and progress reports. However, they are likely balancing a caseload that consists of students who were unable to get IEPs during remote learning, not to discuss a stockpile of brand-new IEP recommendations that stacked up while our trainees have actually been transitioning between in-person, remote and hybrid scenarios.