English Learners, Special Education Students Face Barriers in Pandemic, GAO Says

districts: four in cities or towns, five in suburban areas and six in rural areas. English learners and their families had difficulty because of “a lack of necessary technology, language barriers, and the demands of meeting basic family needs,” GAO said. “English learners lost opportunities to practice their language skills, according to school district officials and representatives of professional associations. Also, limited English comprehension affected the ability of families to assist students with the curriculum.” Some districts “addressed aspects of these challenges by, for example, increasing access to the internet and devices and adapting materials and instructional methods,” the auditor said. One "district partnered with a Spanish language TV network to broadcast curriculum for an hour every day. However, many of the major challenges with engaging English learners in distance education remained.” Barriers included “the wide range of needs of students with disabilities served under the Individuals with Disabilities Act (IDEA); the services specified in their individualized education programs; and the capacity of parents or caregivers to assist teachers and service providers in delivering general education, specialized instruction, and related services to their children,” GAO said. “Delivering related services -- such as occupational therapy, physical therapy, or speech therapy -- for students with complex needs was particularly difficult to do remotely.” Officials “addressed some challenges by modifying instruction, holding virtual meetings with parents, and encouraging collaboration between general and special education teachers,” the auditor said. “Officials from two districts told us they are considering using virtual meetings after returning to in-person education.”