Remote learning has been challenging for many students, but across the Bellevue School District teachers, staff, parents and students have found creative ways to stay positive and succeed even under circumstances that are difficult at times. Teachers and paraeducators who work with special education students were especially concerned because classes, lessons and activities are tailored to each individual student and many involve sensory objects and other activities done one-on-one.
Heather McLean, a teacher in the Pacific program at Interlake High School, knew she needed to involve parents in planning for remote learning. The program is tailored to each individual student and their needs. “I knew none of this was going to happen without the parents.” McLean surveyed the parents of students in her class and worked with paraeducators to match them with parents. At Wilburton Elementary School, Rebecca O’Connor and Trisha Wiley know that the remote learning has an impact on special needs families. “As much as my job is supporting students, it’s also supporting families,” says O’Connor. Jessica Wells, another Interlake teacher, has seen an overwhelming spirit of togetherness in her class that comes through in their group meetings. “My favorite part has been seeing the family involvement. It has opened up our communication with the families,” Wells says.
Wiley has shared ideas and tips with parents on managing stress, how to motivate students and how they can help students with frustration. “I am trying to get them more involved in a fun way,” she explains. Wiley suggests using music and songs and to include learning in everyday activities, like counting forks and plates at the dinner table, reading things around the house, scavenger hunts for items corresponding to letters of the alphabet or matching items. She has also passed on resources focusing on social emotional learning, like building a fort to help with stress, creating a calming space and breathing together – things that can be done as a family. The parent involvement in education also means that parents are seeing their student thrive. “Parents get to see what their children are capable of, instead of seeing a disability,” says O’Connor.
Remote learning has allowed some students to show and demonstrate knowledge in ways they were not able to do before. “I have seen confidence in some students soar,” says O’Connor. “Seeing what confidence does for a learner is inspiring.” For McLean and Wells, over time many of their students have made significant strides with their use of online tools. They have students who have become independent on a laptop since remote learning began. “A couple of students surprised me with how they have taken on the online learning,” says Wells. “They have taken off with it.” McLean has had 100% participation among her students and has seen significant growth among her students. “We are hitting a lot of goals that I never thought in a million years that we would be doing over a computer,” says McLean. She gives credit for that success to entire team supporting students: teachers, paraeducators and parents. The parent support and the paraeducator support is such a testament to everyone wanting the students to be successful.”