ABSTRACT
The progression of educating children with disabilities and learning challenges in a remote environment is an area for continuous improvement and further exploration. Ongoing research and continued development will be necessary to successfully implement remote learning for students with Individualized Education Programs (IEPs), especially as the educational landscape continues to change, offering more opportunities for remote learning. Successfully teaching children who require special education relies heavily on trial and error, reflection, and purposeful relationship development. All of these strategies provided and shared by educators are wonderful and should be individualized to meet each student’s specific educational and emotional needs. Furthermore, four distinct generalizations emerged that can be takeaways for all remote special education programs. In the calibration of survey results, interviews, and document gathering, the overarching suggestions for a successful foundation for remote instruction for students with IEPs yielded the development of four significant findings: the importance of relationships, parent engagement, communications, and consistent structures.
