PRACTICAL GUIDE TO BLENDED/REMOTE LEARNING AND CHILDREN WITH DISABILITIES - UNICEF
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PRACTICAL GUIDE TO BLENDED/REMOTE LEARNING AND CHILDREN WITH DISABILITIES
CONTENTS SEC TION ONE SEC TION T WO SEC TION THREE SEC TION FOUR SEC TION FIVE SEC TION SIX ENDNOTES ACKNOWLEDGEMENTS This publication was initiated and coordinated by the UNICEF Education Section, Programme Division under the leadership of Robert Jenkins, Global Chief, Education and Associate Director, Programme Division. The publication benefited from the strategic guidance and technical expertise of Wongani Grace Taulo, Senior Adviser, Education; Asma Maladwala, Programme Specialist, Children with Disability and Rosangela Berman Bieler, Senior Advisor, Children with Disability. The drafting of the guide was led by DED - Disability, Education and Development - Lda. Sincere gratitude goes to the writing team, Paula Frederica Hunt and Ana Matilde Neves, with inputs from Angela Cara and Bolorchimeg Bor. Valuable technical inputs were provided by: Nora Shabani, Education Specialist, ECARO; Aferdita Spahiu, Education Specialist, MENARO; Mita Gupta, Early Childhood Development Specialist, ROSA; and Maria Qureshi, Education Specialist, EAPRO. A special thank you UNICEF extends a special thank you to the Global Partnership for Education for their funding, without which this publication would not be possible. Editing Green Ink Design and layout Big Yellow Taxi. Inc. Cover photo credits (from top to bottom, left to right) © UNICEF/UNI124705/Sibiloni, © UNICEF/UNI161607/Yurtsever, © UNICEF/UN0371891/Soeum, © UNICEF/UNI159601/Singh, © UNICEF/UN0367650/Raab Published by UNICEF Education Section Programme Division 3 United Nations Plaza New York, NY 10017 www.unicef.org/education © United Nations Children’s Fund (UNICEF) May 2021 2 PR AC TICA L GUIDE TO BL ENDED/ REMOT E L E A RNING AND CHIL DREN W ITH DISABILITIES
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
INTRODUCTION TO THE GUIDE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1. ASSUMPTIONS ABOUT EQUITABLE AND INCLUSIVE EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2. WHAT SHOULD HAPPEN BEFORE BLENDED/REMOTE LEARNING IS IMPLEMENTED. . . . . . . 8
2.1 Develop an inclusive education (or service) community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.2 Education Monitoring Information System (EMIS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.3 Individualized Education Plans (IEPs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.4 Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3. BASIC CONCEPTS BEHIND REMOTE/BLENDED LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.1 What is remote (or blended) learning (or service) provision?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4. IF YOU ARE RESPONSIBLE FOR A SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.1 Choosing/designing education provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.2 Providing training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.3 Monitoring results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5. IF YOU ARE A TEACHER/SERVICE PROVIDER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
5.1 Keep the student at the centre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
5.2 Design learning for equity and access. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5.3 Assess student learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6. RETURNING TO SCHOOL, BETTER! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
6.1 Educational services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6.2 Support services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
ANNEXES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
ENDNOTES.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
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LIST OF ABBREVIATIONS
COVID-19 Coronavirus disease 2019
CRPD Convention on the Rights of Persons with Disabilities
EMIS Education Monitoring Information System
GC4 General Comment 4 (CRPD)
IASC Inter-Agency Standing Committee
IEP Individualized Education Plan
ODL Open and Distance Learning
OPD Organization of persons with disabilities
TV Television
UDL Universal Design for Learning
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations Children’s Fund
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© UNICEF/UNI372359/POUGET
INTRODUCTION TO THE GUIDE
interactions. Blended learning requires the teacher
This guide was created by the United Nations Children’s
and student(s) to be present simultaneously, and
Fund (UNICEF) in response to the situation created by the
it is a planned/controlled event. The term “hybrid
coronavirus disease 2019 (COVID-19) pandemic in 2020.
learning” can also be used to describe this approach.
However, it is applicable as well to other circumstances
when blended or remote learning might be necessary, 2. Remote learning occurs when the teacher and
including during emergencies. It focuses on providing students are separated by time and distance and
support to ALL children, particularly children with there is no interface between the two, but the
disabilities within inclusive settings. teacher is still in control of the learning. Remote
learning typically occurs during emergency
In this guide, two terms will be used frequently: situations.
1. Blended learning is an approach to education These two terms differ from distance learning, which is
that combines (i.e., blends) traditional face-to-face a highly planned and controlled approach to education in
classroom practices with online materials and which the student is in control of the learning process. In
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distance learning, there is no expectation that the student 4. What education and school leaders/decision-makers
and teacher will interact; content can be delivered via should know and do in the event that remote or
paper packets, radio, television (TV) or online. Distance blended education becomes necessary.
learning is not a focus of this guide.
5. What a teacher or service provider should know and
do if their school is implementing remote or blended
This practical guide to delivering blended or remote
learning.
learning and support services was created to support
school directors, teachers and other professionals in 6. Suggestions on how to create more inclusive and
making decisions that ensure children from vulnerable equitable school systems upon return to school.
populations – particularly children with disabilities –
continue to receive education and associated services Across the world, children have asked us to reflect on the
even when schools are physically closed. Therefore, in future of education and how we might take advantage of
the sections below this guide will discuss: the mandatory pauses created by the pandemic to plan
for more inclusive and equitable education everywhere.
1. The assumptions about inclusive education that are This practical guide does not promote an education
at the core of this guide. system where children with disabilities are separated
2. What should happen before remote or blended from their siblings and friends, but rather envisions
education is implemented. education systems in which ALL children – without
exception – have the same opportunities to participate in
3. The basic concepts behind remote or blended
inclusive education.*
education.
TO KNOW MORE ABOUT UNICEF
AND INCLUSIVE EDUCATION:
Ç Read the booklet ‘Conceptualizing Inclusive
Education and Contextualizing it within the UNICEF
Mission’ (available in Arabic, English, French,
Portuguese, Russian, Serbian and Spanish) and
watch the companion webinar.
Ç Read the booklet ‘Legislation and Policies for
Inclusive Education’ (available in Arabic, English,
French, Portuguese, Russian, Serbian and Spanish)
and watch the companion webinar.
Ç Read the UNICEF Regional Teacher Training
Package for the Europe and Central Asia Region
(Introductory Module ‘Linking Theory to Practice’,
Module 1 ‘Inclusive Education: Vision, Theory
and Concepts’, Module 2 ‘Working Together to
Create Inclusive Schools’ and Module 3 ‘Enabling
Environments for Personalized Learning’).
Ç Stay up to date with the work UNICEF does on
© UNICEF/UNI3 217 65/FILI PPOV
inclusive education.
Ç Get involved in the Inclusive Education Initiative.
* In this guide, inclusive education is defined as per the United Nation’s
Convention on the Rights of Persons with Disabilities General Comment
No. 4 (para. 10).
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© UNIC EF/UNI358837/IJA ZA H
SECTION ONE
ASSUMPTIONS ABOUT EQUITABLE
AND INCLUSIVE EDUCATION
To ensure all children – especially children with disabilities, municipal officials, school administrators and
as well as children from other vulnerable populations – teachers remain responsible for providing adequate
are able to access and participate in essential education responses to all learners and tailoring instruction to
and education-related services regardless of modality (in each student, although parents/caregivers are critical
person, blended, or remote), governments must commit to partners in education.
equitable provision of services. 4. If governments determine it necessary to make
provisions in a blended or remote modality,
The following assumptions are essential to equitable, assumptions 1, 2 and 3 will guide planning.
inclusive solutions:
5. At the first available opportunity, ministries of
1. Education systems have the responsibility to education will work in close collaboration with
provide quality learning opportunities equitably to all other relevant line ministries, government
students, particularly the most marginalized, such as officials and civil society (including
learners with disabilities. organizations of persons with disabilities
[OPDs]) to establish coordination mechanisms
2. Regardless of the specific contexts and circumstances
at various levels. This may include: national
within which education systems operate, they will
multisectoral coordination to address policy,
prioritize the development of conditions (such as
referral pathways, capacity development, Internet
capacity, resources, equipment, technology, curricula
connectivity and provision of devices, etc.; district-/
and others) that enable access and participation in
municipal-/community-level multidisciplinary teams
mainstream, inclusive education for all students,
of professionals who can assess, plan for, implement
particularly the most vulnerable students.
and monitor education programmes that target the
3. Findings from research indicate that parents cannot most vulnerable populations; and school-level teams
and should not replace teachers while children comprising teachers, specialists and families to
are accessing blended/remote learning. Ministries, assess, plan and support individual students.
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© UNIC EF/UN0215729/VIET HUNG
SECTION T WO
WHAT SHOULD HAPPEN BEFORE BLENDED/
REMOTE LEARNING IS IMPLEMENTED
All education systems are responsible for providing Governments must commit sufficient financial and human
education to all school-aged children. This is true whether resources towards this goal.
education is being provided through traditional or non-
traditional modalities. However, many difficulties that may According to the GC4, the core features of inclusive
be encountered while planning for blended or remote education are:
learning can be avoided by implementing a few simple
steps well ahead of time. 1. A ‘whole systems’ approach: All resources are
invested in advancing inclusive education, and toward
introducing and embedding the necessary changes in
2.1 Develop an inclusive education institutional culture, policies and practices.
(or service) community
2. A ‘whole educational environment’: Culture,
Inclusive education is an obligation of all governments policies and practices are introduced and embedded
that have signed/ratified the Convention on the in the educational environment at all levels.
Rights of Persons with Disabilities (CRPD). It is
3. A ‘whole person’ approach: Recognition is given
also the mechanism by which all countries will reach
to the capacity of every person to learn and high
Sustainable Development Goal 4. According to the
expectations are established for all learners. Inclusive
CRPD’s General Comment 4 (GC4), inclusive education
education offers flexible curricula and teaching and
entails a transformation in culture, policy and practice; a
learning methods adapted to different strengths,
commitment to removing barriers; and a strengthening of
requirements and learning styles. When planning
the capacity of the education system to reach out to all
teaching activities, the focus is on individualization,
learners. It focuses on the full and effective participation,
ensuring learners’ capacities and aspirations, rather
accessibility, attendance and achievement of all students
than on content.
without discrimination. It is a process of systemic reform
embodying changes and modifications in content, 4. Supported teachers: ALL teachers and other
teaching methods, approaches, structures and strategies. staff receive the education and training they need
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to give them the core values and competencies 2.2 Education Monitoring
to accommodate inclusive learning environments, Information System (EMIS)
including goal-setting and Universal Design for
Learning (UDL), etc. A strong and detailed EMIS will be an essential tool for
planning and delivering blended or remote education.
5. Respect for and value of diversity: All members of
A properly set up and continually updated EMIS can,
the learning community are equally welcome and
rapidly and remotely, provide teachers and administrators
must be shown respect for diversity.
with essential information for planning, including data
6. A learning-friendly environment: Inclusive learning on number of students, number of teachers, number of
environments are accessible environments where teachers per classroom, etc.
everyone feels safe, supported (including through
reasonable accommodations), stimulated and able to The EMIS can also tell you how many children receive
express themselves. education-related services (for example, speech and
7. Effective transitions: Learners with disabilities language therapy), who provides the services, how often,
receive support to ensure the effective transition from and other relevant information. It can also indicate how
learning at school to vocational and tertiary education many children with disabilities will need to receive remote
and, finally, to work (life-long focus). service provision from special education teachers and
therapists, and what their learning plans should focus on
8. Recognition of partnerships: The relationship
(based on their Individualized Education Plans). A reliable
between the learning environment, parents and
and detailed EMIS is an essential planning tool.
caregivers, and the wider community must be
recognized as a route towards inclusive societies.
9. Monitoring the progress towards inclusive
TO KNOW MORE ABOUT EMIS:
education: This process must involve persons Ç Read the booklet ‘Education Management
with disabilities. Information Systems and Children with Disabilities’
(available in Arabic, English, French, Portuguese,
Russian, Serbian and Spanish) and watch the
TO KNOW MORE ABOUT companion webinar. New guidance is being
INCLUSIVE EDUCATION: developed by UNICEF.
Ç Read the report Inclusive Education: Understanding Ç Read about the disability-inclusive EMIS in Fiji.
Article 24 of the Rights of Persons with Disabilities
(full report or brief report).
FOR EXTENDED LEARNING:
Ç Learn about the 2020 Global Education Monitoring
Report and its supporting documents. Ç Read the booklets ‘Collecting Data on Child
Disability’ (available in Arabic, English, French,
Portuguese, Russian and Spanish) and ‘Mapping
FOR EXTENDED LEARNING: Children with Disabilities Out of School’ (available
in Arabic, English, French, Portuguese, Russian,
Ç Free online course for school administrators Serbian and Spanish) and watch the companion
on making schools more inclusive (based on webinars.
legislation in the United States of America):
https://iris.peabody.vanderbilt.edu/module/inc/
challenge/#content
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2.3 Individualized Education Plans (IEPs) Research conducted during previous school closures
indicates that children with disabilities are often left out of
All learners who have been identified as having a education provisions that do not follow a traditional model.
disability, a delay, or a related health condition that Therefore, it is essential that children with disabilities have
requires their learning pathways to be tailored to their IEPs that can facilitate the planning of remote or blended
specific strengths or needs, should have their learning teaching and services, and that can be used as guides
planned out by the team of professionals responsible for for instruction. By using students’ (current) IEPs, schools
providing education and services (such as teachers, the ensure that children with disabilities are being provided
student themself, the student’s family, relevant school with services, including information on by whom, how
staff and service providers, amongst others). often and with what results.
Thus, every IEP should contain: the current academic and/
or functional abilities of the student; the expected goals TO KNOW MORE ABOUT IEPS:
(challenging and measurable) for the school year (or a Ç Read: IEPs: Developing high-quality individualized
given time frame); a description of educational services/ education programs.
supports provided to reach such goals; the assessment
methods utilized to measure progress towards the
expected goals;1 and the person(s) responsible for
implementation and monitoring. 2.4 Training
The team responsible for the IEP should be composed It is highly desirable that training and education for
of the same professionals responsible for ensuring its blended/remote learning and UDL take place before an
adequate implementation during blended or remote eventual school closure occurs, ensuring both teachers,
learning. When an IEP is created or modified, parental school personnel and students have the tools and time to
and/or student input and approval is required. build structures and routines for blended/remote learning,
and facilitating the work of parents and caregivers. 2
To facilitate the development of an IEP, use the acronym
SMART to ensure all main components are included (see Importantly, if teachers, school personnel and students
Figure 1). have not had an opportunity to develop digital literacy
skills under ordinary circumstances, digital tools should
IEPs are essential tools during all teaching and learning not be used during blended/remote learning. Instead,
conditions; they are particularly important in blended, priority should be given to those methods teachers
remote, or distance learning settings for school and students are already familiar with and to which they
administrators, teachers, and learners and their families. have access.
FIGURE 1. SMART acronym
S M A R T
SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-SENSITIVE
INTERVENTIONS OUTCOMES GOALS ACTIVITIES MEASURES
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© UNICEF/UNI209847/KARIMOVA
SECTION THREE
BASIC CONCEPTS BEHIND REMOTE/
BLENDED LEARNING
3.1 What is remote (or blended)
online learning in a variety of formats; however, remote
learning (or service) provision?
and blended learning require interaction with teachers,
Remote learning is characterized by an unplanned while distance learning does not.4 Regardless of the
physical separation between student and teacher as type of learning modality, it is essential that all resources
a consequence of an unforeseen situation such as an be accessible to all students and that the planning and
emergency. In this context – unlike in the context of design of lessons and resources is done according to the
distance learning or hybrid learning – the teaching-learning principles of UDL.
process (including materials and lesson plans) was not
previously designed with physical separation in mind, 3
nor did its design take into consideration the availability of 3 .1.1 W H AT I S U N I V E R S A L D E S I G N
resources in the home. FOR LE ARNING (UDL)?
UDL is the deliberate design of instruction to meet the
Remote or blended learning may include take-home needs of a diverse mix of learners. It is not designed for
printed materials, content delivered via radio or TV, and one particular group of students (for example, children
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FIGURE 2. Universal Design for Learning right to reasonable accommodations to be able to participate
in education on an equal basis with others. Reasonable
accommodations must be reflected in the IEP when one
PRESENT
exists. Fulfilling the agreements of an IEP is the obligation
CONTENT IN
DIFFERENT of all teachers. Furthermore, even when IEPs have not
WAYS been developed, reasonable accommodations must be
provided for all students who require them on the basis of
their disabilities. While UDL may reduce the need for some
accommodations, it will not eliminate the need for some
students to receive additional specific accommodations
UNIVERSAL (e.g., extra time for examinations, sign language interpreters,
DESIGN FOR or differentiated materials).9 The provision of reasonable
LEARNING accommodations is not only stipulated by the CRPD,10 but is
DIFERENTIATE part of the education law of several countries.
STIMULATE
WAYS THE
INTEREST AND
LEARNER CAN
MOTIVATION IN
EXPRESS WHAT According to the CRPD, reasonable accommodation
LEARNING
THEY KNOW means “necessary and appropriate modification and
adjustments not imposing a disproportionate or undue
burden, where needed in a particular case, to ensure
to persons with disabilities the enjoyment or exercise
with disabilities), but to address the learning needs of on an equal basis with others of all human rights and
a wide-ranging group.5 The key concepts of UDL are fundamental freedoms”.11
presented in Figure 2.6
When it comes to education, this means teachers should
The access to quality, equitable and inclusive education is develop a variety of methods to teach materials, test
a right of every child7 and protected by legislation in many learning, and provide opportunities for all students to
countries. UDL is a powerful tool to achieve this right, practice skills.12 If a student has an IEP, a teacher needs
and is more cost-and time-effective in the long run than to follow it, in addition to all other planning already done
altering or adapting curricula, courses, or materials after for the class.
they have been created.8
3 .1. 3 S C H O O L - F A M I LY R E L AT I O N S H I P
TO KNOW MORE ABOUT UDL: Under all circumstances, schools must remain a support
Ç Read the booklet ‘Access to School and the point for both students and families. During blended or
Learning Environment II – Universal Design for remote learning, reinforcing this school-family relationship
Learning’ (available in Arabic, English, French, is vital to ensure community communication, assess and
Portuguese, Russian, Serbian and Spanish) and meet the needs of vulnerable students and families, and
watch the companion webinar.
allow access to other services or agencies.13
Ç Read about UNICEF’s contribution to UDL here.
Ç Explore the resources offered by the Learning For all families, but especially for children with disabilities,
Designed website (in English). school closures can have significant repercussions, such
as loss of income for caregivers working in school settings
and heightened stress factors. While school closures
can add unprecedented stress on parents and to family
3 .1. 2 R E A S O N A B L E A C C O M M O D AT I O N S environments, necessitating that families mediate learning
Many children with disabilities, especially those with in circumstances usually unfamiliar to them, they may also
complex and/or severe impairments, require and have the be a unique opportunity to create new relationships.
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There are many home-based practices that can help promote the education, safety, health and well-being
parents and children overcome the stress of school of their children. Schools can raise awareness among
closures. Some of the most effective are also very simple families on how to best support and communicate with
to implement and their implementation can be suggested/ children with disabilities and on how to support home-
guided by teachers, directors, or other school staff: based learning.14
1. Create communication routines between the
teacher/administrator and families that ensure EXAMPLES OF POSITIVE
clear and effective feedback is provided. HOME-BASED PRACTICES:
2. If the child has an IEP, ensure adequate Ç Child to Child resources: Resource Book (with
modifications are made that take into activities for multiple age groups and other specific
modules) and Stories for Health Education (each
consideration the remote or blended
story focuses on a different subject); UNICEF North
circumstances, as well as the family’s available Macedonia’s platform for promoting emotional
resources. well-being in students and families.
3. Try to keep a daily routine that is as similar as Ç Guide created by therapists working at the
possible to the regular school-day routines, and Portuguese Resource Center for Inclusion to
guide parents in doing the same. help parents of children with disabilities develop
home-based activities (Vol. 1 and Vol. 2); UNICEF
4. Parents may be guided in creating and Jamaica’s list of at-home learning activities for
maintaining a schedule that includes various children with disabilities; Leonard Cheshire’s
types of activities (school-related, play, chores, resource pack for supporting children with
disabilities at home; UNICEF Parenting’s Mini
etc.) to help them and their children navigate
Parenting Master Class (in English).
school closures.
Ç A parental guide for Early Learning and
5. Suggest that a dedicated space for school- Development at home; UNICEF’s indoor
related activities be designated within the house play activities for young children; Internet of
if possible. This can be an entirely separate Good Things with a robust section for parents
room, if available, or simply a dedicated section and caregivers.
of a room. Ç To talk to children about COVID-19: Storybook
from the Inter-Agency Standing Committee (IASC)
6. Provide families with information on parent on how kids can fight COVID-19 (translations
support groups that can be a source for may be available); guide from Italian children’s
emotional support as well as tips on overcoming museums for courageous kids (in Arabic and other
daily difficulties they may encounter. languages); tips from UNICEF on how to comfort
and protect children; the Parenting for Lifelong
Health COVID-19 Parenting page (available in
Schools may also act as point of access to the promotion
multiple languages); UNICEF’s advice on helping
of positive home-based practices that teach families to children deal with losses.
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© UNIC EF/UNI134455/SOKOL
SECTION FOUR
IF YOU ARE RESPONSIBLE FOR A SCHOOL
Before diving into the ever-changing process of providing Consulting with all teachers and staff, a school plan
remote education, take a moment to consider your should be created on how blended or remote learning
priorities. Schools serve much more than an educational will look like daily and weekly, with timetables, tools, task
purpose. Consider whether students, families and staff division, etc. This plan will serve as the basis for teachers
are supported in their basic needs (and what tools can be to organize and expand on their own class plans.18
used otherwise) and place the emphasis of your action on Within the school, the utilized approaches should be
the maintenance (or promotion) of safety, health, family unified (even as they allow for adaptability), allowing for
support and the adequate socio-emotional condition collaboration among teachers and reducing the load on all
of your community. Only when these are provided can parties (teachers, families and students).19 This will be of
education be effective.15 During an emergency,16 consider particular importance for:
providing psychological support and teacher appreciation
messages (e.g., via broadcast media). Ç Teachers with multiple classes (e.g., subject
teachers)
4.1 Choosing/designing education provision
Ç Parents of multiple students
When designing for blended or remote learning, context
must be carefully considered. During the onset of the Ç Parents of students with multiple teachers
COVID-19 pandemic, online platforms were usually the
first to be effectively rolled out, but with electricity, Ç Students with multiple teachers
Internet and device requirements creating obstacles to
many, this method of delivery is not always accessible. Regardless of the platform(s) chosen, attention should be
Therefore, both high-tech and low-tech alternatives given to the inclusion of hard-to-reach students, and your
must be considered in order to reach ALL students.17 planning should start by ensuring teaching and services
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to your most vulnerable learners. This may mean paying worksheets, parent guidance information, etc.) are of
attention to translation of materials to diverse mother particular importance. These tend to be those that most
tongues, providing close captioning or live local sign children will be familiar/comfortable with, but they must
language interpretation, arranging for audio materials be carefully designed, as many children may receive
to be delivered, ensuring the materials are culturally little or no parental support. Depending on the age and
appropriate and gender responsive, making sure materials literacy level of the student, highly visual materials may
are age-appropriate, and other considerations. 20 Following be recommended, and Braille versions should be made
the principles of UDL, it would also be important to available. 24 Some examples of countries using paper-
ensure that materials can adequately respond to the based materials are Jamaica, Jordan and Mauritania.25
accessibility needs of each student.
CASE STUDIES OF USAGE OF
4 .1.1 R E M O T E L E A R N I N G D E C I S I O N T R E E PRINTED LEARNING KITS:
The decision tree below (see Figure 3) can help you Ç UNICEF Bangladesh: Pre-school home-based
decide what type of blended or remote learning you learning pack (home education project reaches
should consider for your specific school population. children in remote parts of Bangladesh)
This depends on the previous determination of the Ç UNICEF Bhutan: Self-instructional materials,
community’s accessibility to resources,21 level of data including a version for children with special
literacy and parental support capacity. It is likely that a educational needs (reaching the unreached)
combination of methods and platforms could be used. Ç UNICEF Jamaica: Learning kits for children 0–6
However, you must remember not to place undue burden years old (learning kits for children in communities
on families already coping with a stressful situation. affected by quarantine)
Ultimately, you are responsible for reaching ALL your
students. You may use the World Bank’s checklist on LOW-TECH AND NO-TECH MODALITIES:
an inclusive crisis response informed by UDL to check
Ç UNICEF guidance: Guidance on distance learning
whether your chosen platforms or programmes are modalities
inclusive22 (see Annex 1).
4 .1. 4 R A D I O A N D T V
4 .1. 2 S E L F - I N S T R U C T I O N M AT E R I A L S Radio or TV broadcast of educational materials may be
Self-instruction materials are those that do not depend used in contexts/countries where Internet connectivity or
on teacher-student communication, and include radio, hardware accessibility is low, to ensure all students have
TV, paper-based learning kits, and even some online access to education (even when Internet connectivity
platforms/applications (apps). Ideally, teacher guidance and hardware are available) and to diversify the means of
is recommended even when using materials that rely access to information.
mostly on self-instruction. The learner/teacher connection
is essential to maintaining a sense of community, and Some examples of countries with TV-based learning
learning continuity is unlikely without it. However, well- are Mexico, Mongolia,26 Montenegro, Morocco, and
designed self-learning material – delivered through TV or Uzbekistan 27 with Morocco and Uzbekistan providing sign
radio – can be effective, especially if they cover broader language interpretation in their TV classes. TV-based
subjects, such as parent guidance, students’ mental learning can also be provided via the Internet (e.g., in
health, or lessons on well-being during an emergency. 23 Mongolia) for students who may not be able to tune in at
the scheduled time or who want to repeat sessions.
4 .1. 3 P R I N T E D L E A R N I N G K I T S In places where electricity connection is unstable, solar-
In contexts in which only low- or no-tech methods are or battery-powered radios are a solution to reaching
available, printed learning kits (which may include books, students. Radios also tend to be portable, allowing
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FIGURE 3. Remote learning decision tree28
REMOTE LEARNING
COVID-19 RESPONSE
DECISION TREE
Does your target population have access to hardware and
affordable connectivity at home?
YES NO
Are there government platforms delivering Does your target population watch
curriculum online? TV or listen to radio?
YES NO YES NO
Are there available digital learning
materials that follow the curriculum?
YES NO
Explore C4D C4D approaches
Explore delivery approaches to to inform people
Explore TV/
through UNICEF inform people about about positive
radio-based
Learning Passport available free digital home-based
teaching
platform tools for informal practices to
learning at home enable learning
Support paper-based response:
• ‘take-home packages’
• delivery through newspapers
Support communication between teachers and parents via phone, SMS,
WhatsApp groups, etc.
Document and share case study
In most contexts, multiple approaches are needed to reach the target population through a variety of means.
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students to listen in to lessons while tending to other the use of online platforms requires previous experience
family members or doing chores. Some examples of and digital literacy, and it is not recommended in
countries with radio-based learning are Burkina Faso, circumstances where children have not already been
Burundi, Lao People’s Democratic Republic, Madagascar29 exposed to online learning in school.
and Somalia.
Despite their ease of use and reach, both radio- and EXAMPLES OF GOVERNMENTAL
TV-based blended or remote learning should be carefully ONLINE PLATFORMS:
monitored and accompanied by teacher involvement, Ç Argentina: Seguimos educando
whether through paper-based assessment, establishment
of a phone line for students to ask questions, SMS-based
Ç End Violence Against Children online safety
information: Safe to Learn
quizzes, or other teacher-led methods of instruction.
A set of guidelines was created by the United Nations
CASE STUDIES OF RADIO Educational, Scientific and Cultural Organization
AND TV INSTRUCTION: (UNESCO) to help those responsible for an educational
Ç Uzbekistan: A timely response on learning institution to make decisions related to content and
during school closures platforms used in open and distance Learning. 30 These
guidelines are described in Figure 4 and similar guidelines
Ç Mongolia: Web platform
for teachers can be found in section 5.2 ‘Design learning
for equity and access’. For more detailed information,
4 .1. 5 O N L I N E P L AT F O R M S please consult the manual and the related matrix of
Many countries have created online platforms to enable actions for educational delivery.
student learning, be it by providing further access
to televised content (e.g., Mongolia) or by providing In addition to these guidelines, specific tips to ensure
curriculum-based materials that teachers may use accessibility of your platform/content may be found in the
or adapt in their classes. However, the use of online article by Brokop (2008), such as which fonts to use, how
platforms must be preceded by educating children (and to ensure screen-reader compatibility, or how to organize
teachers) about online safety. As previously mentioned, platform layout to account for students with low mobility.
FIGURE 4. Open and Distance Learning (ODL) guidelines for educational institutions 31
DEVELOP INCLUSIVE
PROVIDE ACCESSIBLE ASSESS AND PROVIDE FOR ENSURE CONTENT IS
STRATEGIES AND POLICIES
ENROLLMENT (INCLUDING THE NEEDS OF ALL DESIGNED FOR ALL
FOR BOTH STUDENTS AND
RELEVANT INFORMATION) STUDENTS STUDENTS
STAFF
INTEGRATE OPEN REMOVE BARRIERS (OR BE PROVIDE TRAINING FOR ENSURE MONITORING AND
SOLUTIONS (SUCH AS SURE THAT EXISTING TEACHERS, STAFF AND EVALUATION OF THE
SOFTWARE OR ASSISTIVE DEVICES CAN STUDENTS ON THE EFFICACY OF CONTENT /
KNOWLEDGE) REMOVE THEM) MATERIALS USED PLATFORM
ESTABLISH AND ADVERTISE EVALUATE REGULARLY IF
SUPPORT SYSTEMS TO THE WORK DEVELOPED
LEARNING (INCLUDING FOLLOWS GOOD PRACTICE
FINANCIAL) RECOMMENDATIONS
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UNICEF and Microsoft Corporation are also planning 4 . 2 . 2 O N T H E A D A P TA B I L I T Y O F
to roll out the Learning Passport platform to over 20 THE SYSTEM AND UDL
countries in 2021. The Learning Passport incorporates In an emergency situation, training must primarily focus
many of Microsoft’s accessibility technologies via its on the methods and systems chosen to provide remote
integrations into Teams, where connectivity permits, and or blended education to your students, as well as on their
offers accessible content to learners. Some countries, adaptability. Nonetheless, opportunities to explore the
like Timor-Leste, have used the Learning Passport with a broader concept of UDL should be made available to the
focus on accessible content. teachers and staff in your institution as soon as possible.
UNICEF also has an extensive collection of resources The resources mentioned below may be useful to
related to accessibility ( ABCs of digital accessibility). assist you in the design of a basic, simple and quick
As mentioned previously, ensuring that the learning introduction for all teachers to start learning and
process and materials are accessible to children with practicing UDL in your current context. It is advised that,
disabilities is imperative to ensuring their success. after the first round of training, teachers be assessed
Moreover, accessibility considerations are a principle of on their further training needs and sessions planned in
UDL and can contribute to the success of all students by response (e.g., a specific lesson on how UDL can help
catering to each child’s learning style. students with sensory disabilities).
4.2 Providing training TO KNOW MORE ABOUT UDL:
Ç Read the booklet ‘Access to School and the
4 . 2 .1 O N R E M O T E E D U C AT I O N / S E R V I C E P R O V I S I O N Learning Environment II – Universal Design for
Every educational institution should ensure that training Learning’ (Arabic, English, French, Portuguese,
on the chosen remote or blended learning platform(s) Russian, Serbian and Spanish) and watch the
companion webinar.
is made available to teachers, so that they can better
support students and their families in their engagement Ç Explore the resources offered by the Learning
with the learning platforms. 32 When possible, tutoring Designed website (in English), on both general and
specific topics related to UDL.
by teachers who are more proficient in the tools used
may be a solution to providing quick and inexpensive
training opportunities, as well as form a basis for further 4.3 Monitoring results
collaboration in the adaptation and improvement of the
whole process. 33 Monitoring of blended or remote learning should take
into account input from the students, families, teachers
In some countries, governments may create guidelines and other related staff. It is useful for determining which
that are broad (e.g., recommendations from Washington population groups/areas are not accessing education;
State in the United States on Continuous Learning for assessing the quality and effectiveness of remote learning
2020) or specific (e.g., Portuguese good practices modalities, learning and well-being amongst students;34
guide for the remote emergency learning of deaf and informing possible further school closures (see
students), to aid schools and teachers in adapting to chapter 6: Returning to school, better!).
blended or remote education. Use these as a basis on
which to base and expand your training plan.
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© UNICEF/UNI117120/PIROZZI
SECTION FIVE
IF YOU ARE A TEACHER/SERVICE PROVIDER
During blended or remote learning, these are the essential The sections below will focus on each step in more detail.
steps teachers must take:35
FIGURE 5. Basics of remote emergency education 5.1 Keep the student at the centre
DESIGN
KEEP THE ASSESS
LEARNING FOR 5 .1.1 P L A N F O R S T U D E N T L E A R N I N G
STUDENT AT STUDENT
EQUITY AND In blended or remote learning, just as in normal situations,
THE CENTER LEARNING
ACCESS
your plans should have effective student learning at their
Check student core. Consider your students’ personal situations, access
Plan for student Teach core to resources, baseline, and the learning goals you want
learning
Learning (5.1.1) content (5.2.1)
(5.3.1) to achieve for both the class and each individual student,
and plan accordingly. Utilize the three key concepts of
UDL (see section 3.1.1: ‘What is Universal Design for
Deliver flexible Make Learning (UDL)?’ ) to ensure your instruction meets the
Develop a plan /
instruction instructional needs of all your students. Be prepared to adapt these
schedule (5.1.2)
(5.2.2) adjustments
initial plans to address student strengths and needs (see
section 5.3.1: ‘Check student learning’ ). During or after
an emergency, consider that your context, as well as that
Contact Engage Engage
families families families of your students, will likely face several changes that you
(5.1.3) (5.1.3) (5.1.3) will need to account for.
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5 .1. 2 D E V E L O P A P L A N / S C H E D U L E phone communication is needed) and should support
The continuity of communication or interaction with teachers uptake of the chosen remote learning modalities.
during school closure is important to ensure the continuity Teachers play an important role in raising awareness
of learning in blended or remote modes. This gives both of available learning programmes, reassuring parents
students and teachers a sense of normality and routine, of the reliability of materials provided, and reinforcing
and acts as a facilitator to the eventual return to school parents’ role as learning supporters for their children. 39
full-time.36 A clear plan or schedule helps both students and Fundamentally, the method of communication must be
families navigate routines and expectations, maintaining a one that is comfortable and familiar for students and their
sense of normalcy and promoting student learning. parents; this is highly dependent on context.40
Developing your plan and schedule with fellow teachers/
school directors will ensure a coherent workday for you COMMUNICATION EXAMPLE:
and your students, as well as provide adequate workloads Ç Script for an initial phone call with the family
for all parties involved.
5.2 Design learning for equity and access
5 .1. 3 C O N TA C T A N D E N G A G E F A M I L I E S
For families, the added role in supporting education during When considering the overall accessibility of your
blended or remote learning may be hard to adapt to. educational materials, explore content available from the
Parents and caregivers will find themselves (unexpectedly) National Center on Accessible Education Materials
playing a more active part in their child’s learning, and in the United States to learn more about the basics
should have information to match this added role. Teachers of accessibility and how to use accessible education
should clearly communicate the educational plan – for materials for remote learning. UDL guidelines (see section
example, with a simple checklist parents can follow (the 3.1.1: ‘What is Universal Design for Learning (UDL)?’ ) will
What is being done), and provide a suggested routine/ also help you design and deliver education in an equitable
schedule (the When is being done).37 Some tips for an and flexible way, so that every student can learn.
initial effective communication can be found in Figure 6.38
UNESCO created a set of guidelines to help teachers
Communication between teachers and families should and instructors navigate and adapt to Open and Distance
take into consideration the educational level of the parent Learning (ODL);41 these can be found in Figure 7
(e.g., whether written communications are suitable, or (guidelines for educational institutions can be found
FIGURE 6. Tips for initial effective communication
START WITH A FRIENDLY ASK ABOUT ACCESS TO
BE PREPARED AND SPECIFIC
CONNECTION TECHNOLOGY / ACCESSIBILITY
SHARE INFORMATION ABOUT KNOW AVAILABLE RESOURCES ASK WHAT THEIR PREFERRED
OTHER RESOURCES OR SERVICES AND PARTICIPATION TIME WAY TO CONNECT IS
IF NEEDED, GET A NEW REGISTER YOUR
NUMBER (PRIVACY) COMMUNICATIONS
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FIGURE 7. ODL guidelines for teachers/instructors 42
ASSESS THE NEEDS AND ABILITIES UTILIZE APPROPRIATE PEDAGOGIES
ENSURE THE UDL SOLUTIONS ARE
OF ALL STUDENTS TO ENSURE BY MAKING INDIVIDUAL
ACCESSIBLE TO STUDENTS
EFFECTIVE SUPPORT ADJUSTMENTS AS REQUIRED
ENSURE MATERIALS ARE ACCESSIBLE COMMUNICATE PERIODICALLY ENSURE CONTENT IS ACCESSIBLE
AND MODIFY ACCORDINGLY WITH STUDENTS AND MODIFY ACCORDINGLY
PROVIDE MECHANISMS FOR
COMMUNICATE WITH OTHER
STUDENT REVIEW OF
TEACHERS/ PROFESSIONALS AND
MATERIALS/CONTENT FOR
SHARE GOOD PRACTICES
IMPROVEMENT
in section 4.1.5: ‘Online platforms’ ). For more detailed Plan to ensure core content is learned by every student,
information, please consult the manual and the related to reduce knowledge gaps and allow for a smoother
matrix of actions for educational delivery. return to school (see chapter 6: Returning to school,
better!). Additional content should also be provided
In addition to these guidelines, specific tips to ensure for more curious/advanced students, to challenge and
accessibility of classes/materials provided may be found in motivate them.
Brokop (2008), such as which fonts to use, how to ensure
screen-reader compatibility, or how to assess participation.
EXAMPLES OF TOOLS FOR CONTENT:
Should you need to choose a conferencing app or service
to communicate with your students, attention needs to be Ç BrainPop and BrainPop Educator’s version (with
lesson planning tools) explain basic concepts with
given to the accessibility of each service. The Stakeholder
multiple resources and ways of assessment.
Group of Persons with Disabilities for Sustainable
Development created an overview that may help you Ç The Child to Child resource book can be adapted or
choose the right app/service for your students.43 used as a guide for a wide range of topics related to
children (such as education, health, nutrition, etc.).
If your students have IEPs (see section 2.3: ‘Individualized Ç Rumie LearnCloud allows teachers to organize
Educational Plans (IEPs)’ ), consider applying best and upload content into playlists, which can be
downloaded for offline access; it includes a wide
practices summarized from survey answers from 90
range of topics and languages.
teachers in the United States.44
Ç The Aga Khan Foundation Blended Learning
Initiative has courses that may be searched by topic
and/or language on their website.
5 . 2 .1 T E A C H C O R E C O N T E N T
Education, like other service provision, should focus on Ç Discovery Education with the Egyptian Knowledge
basic human needs. While it may be tempting to follow Bank gives access to Egyptian students with IDs
and open access with an Egyptian IP for students
the original plans and workloads, consider that blended
without IDs.
or remote learning presents many new challenges to
all those involved, and likely more than is the case with Ç UNICEF Jamaica has a compilation of educational
traditional teaching. Together with your school director or resources for at-home learning.
fellow teachers, identify the core content to be taught in Ç Amazon offers a free collection of audio stories.
the present school year, semester, or even month.
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5. 2. 2 DELIVER FLE XIBLE INSTRUCTION d. Consider what concept you are evaluating and
Setting up guidelines and structuring a timetable for the different ways it can be expressed – for
education provision with your students is vital, but so example, ‘constructing an argument’ can be
is flexibility, as some of your students may be unable evaluated through debates, essays, theatrical
to follow them. Providing students with choices over representations, PowerPoint presentations, web
how to approach their daily tasks, demonstrate their page creation, interviews, and so on.47
learning and communicate (the three key concepts of
UDL) is important, once the daily structure and methods
3. Stimulate interest and motivation in learning – create
for communication have been chosen.45 The way you
bridges between the concepts you teach and the
apply these concepts in your practice will depend on
life of your students; use their interests to explore
the strengths of both you and your students, and on the
difficult concepts and keep the difficulty levels high
overall context in which the teaching-learning process is
but manageable, to maintain interest:
taking place. Here are some ideas that may inspire you:
a. Base problem-solving exercises on your context
1. Present content in different ways: use the
– students living in rural or urban areas face
VARK (visual, aural, reading/writing, kinesthetic)
different kinds of problems. For example, when
acronym to help you add variety to how information
learning how to calculate area, rural students may
is presented:46
relate more to calculating the size of a gardening
a. Combine a verbal explanation with a hands-on plot while urban students may relate more to
exercise (aural + kinesthetic). calculating the size of a bicycle parking area. If
you can use real-life examples in your school or
b. While showing a video, make sure captions community, use them.
or transcripts are provided (visual + aural +
reading/writing). b. Some concepts can be taught by using different
methods, such as allowing your students to
c. Read questions/texts aloud when you deliver practise reading by choosing their own texts and
writing exercises (aural + reading/writing). then presenting their learning to the class. This
limits fatigue and sparks interest in reading.
d. Provide a diagram or picture to help guide a
hands-on exercise (visual + kinesthetic). c. The ‘sweet spot’ for learning presents itself
when tasks are hard but manageable. This is an
ever-evolving area and varies between students,
2. Differentiate ways the learner can express what they
concepts and subjects. Organizing exercises by
know – encourage your students to take control of
level of difficulty, in a given class, subject, or
their own learning:
concept, will allow you to quickly attribute harder
a. Allow students to answer questions verbally or or easier exercises to your students depending on
in writing. their level of mastery and motivation. Managing
difficulty levels will allow your students to learn
b. Give plenty of time during assessments for the concept and gain mastery of it without feeling
students to think, and allow the usage of tools bored or incompetent.
(e.g., dictionary, calculator, manipulatives) that do
not interfere with the concept being assessed.
c. While solving exercises or doing project-based
TO KNOW MORE ABOUT VARK:
assignments, consider allowing students to choose Ç Consult their website and take the VARK test to find
whether to work alone, in pairs, or in groups. out more about your learning style(s).
22 PR AC TICA L GUIDE TO BL ENDED/ REMOT E L E A RNING AND CHIL DREN W ITH DISABILITIESYou can also read
