Page:March 24, 2022 Letter to Educators and Parents Regarding New CDC Recommendations.pdf/2

Page 2 — Dear Educators and Parents to many people with disabilities – including (but not limited to) those who are immunocompromised or with complex medical conditions. These students may need additional protections to ensure they can remain safe in the classroom.

It is important to remember that State and local educational agencies (SEAs and LEAs) are bound by Federal laws, including Title II of the Americans with Disabilities Act of 1990 (ADA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Individuals with Disabilities Education Act (IDEA) to ensure the inclusion of students with disabilities, including those experiencing Long COVID, in our nation’s schools.

This document is intended to help educators, staff, and families thoughtfully design learning experiences for all students – including students with disabilities. It reviews some important strategies for doing so and reiterates key rights afforded to students with disabilities to make sure they can maintain equal access to in-person instruction and receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). Consistent with Federal civil rights laws, this must be done so that students with disabilities do not face risk to their school-related health needs. It builds on previously released guidance and includes both policy guidance and examples of processes to help deliver safe, in-person learning.

Extra precautions may be needed to protect our students, friends, neighbors, and loved ones who are at increased risk of severe illness from COVID-19. CDC recommends that people who are at increased risk of severe illness – and family, friends, and coworkers who spend time with them – should consider taking extra precautions even when the COVID-19 Community Level is low. When the COVID-19 Community Level is medium or high, these precautions can include properly wearing well-fitting masks and getting tested before gathering.

We hope this document serves as a helpful resource and source of information for educators, families, and school communities on how to effectively include students with disabilities in in-person learning. We encourage school personnel who have questions to take advantage of the resources developed by the Department’s Office of Special Education Programs (OSEP)-funded