Fluent Essays

i need an article review 3 pages not including title and references. Please follow the instructions below use the main source as the main paper in question and attached is also 2 complementing sources about the same subject that you have to use in the paper.COVID-19: BEYOND TOMORROW The Urgency and Challenge of Opening K-12 Schools in the Fall of 2020 The sudden closure of kindergarten through 12th grade (K-12) schools nationwide this spring likely helped to avert a medical catastrophe from the coronavirus disease 2019 (COVID-19) pandemic. This decisive step, however, is cast- ing a long shadow. By the time the school year ends in June, more than 55 million US children will have missed months of in-class instruction.1 The educational effect to date rep- resents only one dimension of the harm to children. More than 20 million children rely on school break- fast or lunch; surveys now indicate that 1 in 5 mothers with children younger than 12 years old report that their children are going hungry.2 Millions of children have lost access to health services through school-based health centers. There are major divides by race/ethnicity, ge- ography, and economic class in access to home comput- ers and high-speed internet.3 When prolonged school closures are combined with summer break, some chil- dren may to fall behind normal academic growth by as much as a year in mathematics.4 The “COVID slide” will likely be greatest among those students who are already at educational and social risk. Children with significant learning disabilities may re- gress without in-person instruction. In addition, school officials typically make about 1 in 5 reports regarding child abuse and neglect5; without involvement of school- based counselors and social workers, these concerns may not be investigated. Reopening schools this fall is an urgent national pri- ority. To achieve this goal as safely as possible and re- duce the chances that schools are required to close again, policy makers at every level should consider embracing a framework with these 6 components. Create the Conditions for a Successful Reopening Whether closing schools contributes more than mod- estly to a decline in coronavirus infection is a matter of ongoing debate.6 Nonetheless, in the event of signifi- cant community spread in the fall and winter months, parents and teachers are likely to again demand school closure, and, if they do, elected leaders are likely to agree. The best way to avoid a replay of the widespread clo- sures is to control the pandemic more effectively in the future. To open school safely, communities should drive down the spread of COVID-19 over the summer while building a strong public health response for the fall. Ev- ery community should implement a rigorous program of testing, contact tracing, isolation, and quarantine. Establish Distancing at Each School Following guidance developed by the Centers for Dis- ease Control and Prevention, schools should imple- ment distancing whenever there are even low levels of community transmission.7 Protocols should involve creating more space for children in the classroom (with desks spaced 6 ft apart), keeping groups of chil- dren together throughout the day to limit mixing, staggering Read, review and summarize the article that you have selected Your article summary should be approximately 3 pages in length and include all relative information with respect to the author and the publication in which it was found. The following must be addressed in your article summary:  Title:  Author:  Source:  The primary problem and / or issue addressed  Educational relevance to consider  Effective teaching considerations where appropriate  2 other websites that you found related to the subject area  Direct references must be cited :ISEA • Volume 48, Number 3, 2020 | 109 Special Education Students in Public High Schools During COVID-19 in the USA Matthew Nelson and Elizabeth Murakami Abstract: The world, nation, and states have never experienced a pandemic that would affect us all at the same time. This article examines unprecedented changes and instructional delivery challenges under the COVID-19 health crisis. For USA students, school closures during the crisis jeopardised especially those underserved and with special needs, in their ability to receive equitable opportunities. In this article we exemplify how the pandemic exacerbated unequal and inequitable outcomes, with key leadership considerations focused on high school students with special needs. Keywords: School district leadership, COVID-19, special education, pandemic Introduction Peter is a 12th grade student (senior) in a rural high school in Texas and diagnosed with autism. With accommodations and supports from special education and general teachers, he has been very successful. He has forged strong relationships with his special education case manager and his Foreign Language teacher. During his senior year, Peter was maintaining high grades (A’s and B’s). Although he struggled with some social skills, he was a capable and accomplished student. Peter struggled when working with groups or presenting in front of peers, but his case manager reported tremendous growth since he began high school. Just before the COVID-19 outbreak, Peter was participating in group learning and was a leader in his German class. He was on track to finishing high school successfully. Peter aspired to go to college, demonstrating interest in cinematography. His special education case manager researched college programmes of interest to Peter. He was meeting the GPA minimum required for admission at New York University (NYU) (3.69) and was but a few points away from meeting the GPA requirement at University of Southern California (USC) (3.73). 110 | ISEA • Volume 48, Number 3, 2020 On March 23, 2020, Texas mandated school closures due to COVID-19. The district organised measures for at-home online learning, provided tablets/laptops for students as well as WiFi strategically located across the schools’ vicinities. However, once the at-home learning began, Peter did not log into class meetings or check in with his teachers. Attempts to contact him were futile. Due to the loss of the supportive campus environment and loss of positive teacher interactions, Peter was in real danger of failing courses. The school diagnostician finally reached Peter’s father. He reported that he worked 12+ hours daily and as a result, was unable to assist Peter with school. Peter was at home alone for the better part of most days and did not have access to internet. Peter was unable to access the school’s WiFi due to distance and his father’s schedule. The father reported that Peter was depressed and didCOVID-19S IMPACT ON STUDENTS WITH DISABILITIES IN UNDER-RESOURCED SCHOOL DISTRICTS Crystal Grant* Introduction 127 I. Students with Disabilities During COVID-19 130 II. The Impact of COVID-19 on Students of Color. 133 III. Applicable Laws During the Pandemic 136 A. Special Education Services During March-June 2020..... 137 B. Special Education Services at the Start of the 2020-2021 School Year 138 Concluginn 139 INTRODUCTION The COVID-191 pandemic has had an undeniably devastating impact on the world. In the United States, the pandemic touched all facets of society as non-essential businesses closed, millions of people became ill, and thousands died. In the spring of 2020, pursuant to state-mandated stay-at-home orders, most U.S. schools physically closed their buildings. Some school districts presented students with the opportunity to complete the remainder of the school year at home through online remote instruction - others ended the school year early. While moving to online instruction was appreciated as a common-sense approach to a difficult and unprecedented situation, it was not a solution for many students with J.D., MSW. Crystal Grant directs and teaches at the Duke Childrens Law Clinic, a medical-legal partnership that provides legal services to children and their families. 1 . COVID - 19 is an abbreviation for the coronavirus disease 2019 . See Coronavirus Disease 2019 (COVID- 19). Frequently Asked Questions, CTRS . FOR DISEASE CONTROL & PREVENTION, https://www.cdc.gov/coronavims/2019-ncov/faq.html#Coronavirus-Disease-2019-Basics [https://perma.cc/I)27U-JHPS] (last visited Oct, 21, 2020). The virus that causes COVID-19 spreads from person to person. 127 128 FORDHAM URB. L. J. [Vol . XLVIII disabilities. Students with disabilities in majority low-income school districts and communities of color faced additional challenges due to their disabilities and social factors impacting their communities.2 Many students lacked computers with updated technology like webcams, speakers, and reliable internet, a quiet place to work, or parents available to help them with assignments.3 The school districts that did not have the resources to transition quickly to online instruction were forced to end the school year prematurely.4 Districts that continued to operate questioned whether they were legally compelled by the state education agencies to provide special education services remotely, and even when there was a clear duty to do so, financially strapped schools were simply not up to the task.5 The challenges revealed during the pandemic serve as a reminder of the disparities in special education services between wealthier, better-resourced school districts and schools that are under-resourced.6 Federal and state governments need to develop a more equitable infrastructure that will adequately support all students, especially in times of crisis. This Essay explores the plight of students with disabilities during the COVID-19 pa