Independent study programs offer a flexible educational option for students, including those with disabilities. However, ensuring that these students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) within such non-traditional settings requires careful planning, collaboration, and strict adherence to legal mandates. As emphasized in the Dear Colleague Letter (68 IDELR 108, OSERS/OSEP 2016), "The educational rights and protections guaranteed to children with disabilities and their parents under IDEA must remain fully intact when those children attend virtual schools." This means that students with disabilities in public Independent Study programs or public virtual schools are entitled to the same FAPE and IDEA protections as those in traditional public schools. Meeting these obligations demands a proactive approach to addressing individual needs while upholding the legal and educational standards established under IDEA.

 

 

 

 

 

Aligning Services with Student Needs in Independent Study Programs

• Multidisciplinary Collaboration:
• • Involve general and special education staff to create a cohesive support system tailored to individual needs. For example, consider having special education staff push in virtually during live instruction to deliver specialized academic instruction. 
• Address Social Emotional Needs:

• • The IEP team should carefully investigate and identify student needs for socialization, behavior, and emotional regulation to ensure that all needs are being addressed in the independent study program.
    • Examples of services to consider when adjusting the IEP for social-emotional and/or behavior needs:

• • • • virtual study skills support
      • virtual support with a paraeducator
      • virtual tutoring
      • virtual individual or group counseling
      • social skills group (virtual or in person)
      • virtual parent counseling
      • behavior consultation (virtual or in person)
      • social work wraparound (virtual or in person)
      • In-person behavior support
      • In-person counseling
      • In-person tutoring/study skills support
• Reducing Anxiety in Virtual Learning: A Gradual Approach (Systematic Desensitization):
  • Gradually expose students to potentially stressful stimuli, incorporating relaxation techniques to build comfort and confidence in the independent study setting.
    • Example: 
      • Virtual Class Participation:
        • Step 1: Begin with the student watching recorded class sessions at their own pace to familiarize themselves with the virtual environment.
        • Step 2: Progress to joining live virtual sessions with their camera off and using the chat function to interact.
        • Step 3: Gradually encourage the student to turn on their camera and participate in discussions, starting with small, guided interactions.
        • Relaxation Technique: Teach deep breathing exercises to use before and during participation.
• Flexible Service Models:

• • Provide hybrid learning options that may include in-person sessions for social-emotional development alongside virtual tools for academic instruction.
• Frequent Progress Monitoring:

• • Daily Check-Ins: Use brief student self-reflection forms or teacher-led discussions to gauge emotional well-being and engagement
  • Parent and Student Meetings: Create structured, calendared, and ongoing check-ins with both parents and students to help support progress monitoring 
  • Teacher Observations: Track participation in virtual or in-person sessions using simple rubrics to note engagement, task completion, and social interactions.
  • Goal-Specific Journals: Encourage students to maintain journals documenting their progress toward specific academic or behavioral goals.
  • Weekly Feedback Loops: Collect input from students and caregivers through quick surveys or checklists to monitor how strategies are working and identify potential adjustments.
• Parent Training and Involvement:

• • Equip families with strategies to support the student’s progress at home and maintain open lines of communication.

• Assess and Collaborate:
  • The IEP team should consider relevant assessments, including health, social-emotional, ERMHS, etc., to gather data on the student’s current needs.
    • Students without current eligibility for special education may need to be referred for evaluation based on the student’s needs.
  • The LEA should attempt to gain consent from parents to communicate with outside medical and/or mental health professionals to share information about the student’s progress.
  • Hold virtual or in-person team meetings with parents, educators, and external therapists to align interventions.
• Address Underlying Causes:

• • Differentiate between chronic absenteeism (missing school for any reason) and school refusal (child-motivated)
  • Provide virtual, teletherapy-based, or in-person/in-home services to address IEP goals, especially those related to anxiety or mental health
  • Connect families to community resources and outside agencies as needed to address the need for wraparound and/or social services 
• Plan for Re-Entry or Re-Engagement:

• • Consider the need for multiple IEP goals to address areas of need (e.g., coping, attendance, social skills).
  • Develop a step-by-step plan with achievable goals, such as attending a virtual session or completing specific assignments, while engaging the student in planning, and a plan for positive reinforcement based on the student’s interests and preference
• Establish Routine and Structure:

• • Create a predictable daily schedule with clear work and break times. Use tools like timers or calendars to organize tasks.
  • Ensure frequent check-ins between staff, the student, and parents are in place to monitor progress with the schedule and make adjustments as needed. 
• Implement Incremental Supports and Interventions:

• • Balance positive reinforcement for engagement with appropriate limitations on non-educational technology or privileges during school hours.
  • Consider parent counseling and training as an IEP team, especially if there are concerns the parent may inadvertently be reinforcing the student’s avoidant behaviors or anxiety 
• Encourage Healthy Habits:

• • Promote sleep, physical activity, and screen-time balance to reduce stress and improve focus.
  • Promote mental health by monitoring the student’s attendance of their ERMHS-related services and collaborate with service providers and parents to make adjustments if needed
• Support Social Involvement:

• • Determine the student’s interests, hobbies, and preferred tasks to help staff and related providers engage and connect. 
  • Facilitate peer connections through virtual clubs, hybrid activities, or group assignments to prevent isolation. Consider assigning a peer mentor for additional support.
• Maintain Team Communication:

• • Regularly update all stakeholders on the student’s progress and challenges. Adjust plans as needed and ensure families feel supported.
  • Hold regular IEP meetings to review progress on goals and make adjustments to services and supports (increasing supports should be evident in the IEP if the student is not making sufficient progress).