From the paper: "The United States has a long history fraught with educational inequities for the populations most at risk for school failure and disparate educational outcomes such as those living in poverty, students of color, and students with disabilities (Cramer et al., 2018). These issues of inequity have been widely documented in the literature (e.g. Darling-Hammond, 2010; Ford & King, 2014; Oakes, 2010), however COVID-19 highlighted the immediate effects of systemic disparities on children with multiple markers of marginalization. As required by US federal legislation (e.g., Individuals with Disabilities Education Act, 1997, 2004; Every Student Succeeds Act, 2015), school districts across the US must provide an equitable education to all students. During typical circumstances, students with disabilities have difficulty accessing education and demonstrating performance within the general curriculum if their individualized education plan (IEP) is not well-implemented. Inequitable and unequal educational services are often a concern of stakeholders (e.g., parents, students, advocates; Garcia & Morrow, 2021). Throughout the pandemic, these students faced significant difficulties accessing their specially designed education such as not having access to scheduled instructional personnel, lack of related services, and overall implementation of their IEPs (Sider, 2020)."