Article Title

Equal Opportunity in Remote Learning


Teramie Hill


Students with disabilities have always been a marginalized group. During the Covid-19 pandemic, this group was even more vulnerable to discrimination because many students simply could not receive services required to ensure equal opportunity in educa-tion. While Congress passed the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities in Education Act in order to ensure students with disabilities are fairly treated in the educational system, remote learn-ing has created complications and more complex issues. Making this issue even more complex, many parents are demanding the end of remote learning while others are demanding it as a reasonable mod-ification. The ADA, Section 504, and IDEA always envisioned students learning in a brick and mortar building, and the goal has always been inclusion and a least restrictive environment in order to prevent stu-dents with disabilities from being locked away and forgotten; how-ever, remote learning has changed the landscape of education, and, as a result, some of these goals of inclusion are thwarted by a tech-nology that promotes isolation. Still, the main purposes of these laws are to ensure equal opportunity, promote student choice, and pro-vide dignity for all students, regardless of status. Districts must rec-oncile new technologies with old statutes to promote student learn-ing and avoid lawsuits until Congress provides more specific instruction. This article examines current case law and discusses pol-icies that districts must address to ensure equal opportunity.