October is Dyslexia Awareness Month!!

1 in 5 people have some level of dyslexia.  Over 60% of the students in the USA are not reading at grade level.  

     Learn more here with all of these resources:

1.   Join here to stay updated : Science of Reading: https://m.facebook.com/groups/704498996666615/?ref=share&mibextid=S66gvF

2.  See why so many people did not learn to read well for the past 2 decades: https://www.cnn.com/videos/us/2023/04/24/education-schools-reading-programs-literacy-jones-pkg-cnntm-cprog-vpx.cnn?mibextid=Zxz2cZ

3. Join the National Center on Improving Literacy. This video explains the wealth of resources they have: https://youtu.be/idGir65bHM4  

4.  Follow Reading Rockets and Understood https://www.readingrockets.org/helping/target?fbclid=IwAR11FOZ7sRvRLMIzQogVDPnM2nJilDn3K4b0ix6IfshjneCywKmoDXMCkq0&mibextid=Zxz2cZ

5. Go Beyond Grades: https://gobeyondgrades.org/wp-content/uploads/2023/03/WEB_LH_Science-of-Reading_Photo-Version_R01.pdf?mibextid=Zxz2cZ

6. Join any “Decoding Dyslexia,” organizations in many states

7. See Made by Dyslexia.

8. See Dyslexic Advantage

9. Take a class or learn more here: https://dyslexia.yale.edu/dyslexia/dyslexia-faq/

10. Mount St. Joseph University-Reading Science Program

11. The Reading League

12. Know your rights in education: Visit Wrightslaw

13. Contact an advocate: https://specialneedsnewjersey.com/

14. Barrington Stoke has fabulous books

15. Boon teacher scholarships

16. Learning Ally

17. Libby App

18.  Sounder & Friends

19. Science of Reading: The Community

20. OrCam

21.  Speechify

22.   Barbara Bush Foundation

23.   REED Charitable Foundation

24.   Time Timer – Make Every Moment Count

25.    Reach Every Reader

26.    EarlyBird Education.

27.     Iowa Reading Research Center

28.     Learning Disabilities Association of Arkansas – LDAA

29.  The Florida Center for Reading Research. https://fcrr.org/resource-database?mibextid=Zxz2cZ

30     DyslexiaLand: https://www.dyslexialand.com/#home

31.      Sortegories

32.     Dyscalculia Network

33.     Www.dyscalculia.org

34.     British Dyslexia Association

35.     International Dyslexia Association

36.      Learning Matters Ltd

37.    https://www.coursera.org/learn/dyslexia?

38.     Landmark School Outreach Program

39.     Distinct Magazine

40.      Dyslexia pqbd

41. Free apps here: https://www.gse.harvard.edu/apps/early-literacy

42.      Dyslexia Canada

43.      Helen Arkell Dyslexia Charity

44.      Dyslexia Scotland

      Dyslexia Explored

45.     Decoding Dyslexia Military

46.     The Reading League Cafe: Coffee and Tea with TRL Journal and Me!

47.     Reading Simplified

48.     Teachers for Reading Canada – TFRC

49.     Beyond BookSmart – Executive Function Coaching https://www.beyondbooksmart.com/?utm_source=GMBListing&utm_medium=organic

50.    Executive Functioning Toolbox: https://www.facebook.com/ExecutiveFunctioningToolbox/

51.    NoticeAbility: https://www.noticeability.org/

52.    The OT Toolbox

 These are not shared in any order of importance.

Special Education Distance Learning During COVID 19

Confused about whether your child should be receiving special education services if their school is closed because of COVID-19? You are not alone.

Soon after the COVID-19 crisis caused schools across a number of states to shut down, the United States Department of Education posted a Q&A on its website regarding states’ responsibilities to provide special education services under the federal Individuals with Disabilities in Education Act while their public schools were closed.

The USDOE’s Q&A caused an uproar because it suggested that public schools were prohibited from offering educational programs to special education students via distance learning. The Q&A also suggested that the right to a legally required free and appropriate public education was contingent upon whether general education students were receiving instruction, too.

Based on the USDOEs Q&A, some school districts decided to halt instruction entirely, under the assumption that they need not provide special education students with a free and appropriate public education during the closures.

As a result of both the backlash and mounting confusion, the USDOE has attempted to clarify its position through a “supplemental fact sheet” it posted on its website.

The USDOE stated that school districts should not close or deny distance learning opportunities, particularly because they can be used to provide services to special education students. The USDOE made clear that school districts can effectively provide many special education services via modifications, such as through video and telephonic conferences.

However, the USDOE also noted that the nature of some related services render them challenging, and perhaps unsafe, to administer from afar, such as occupational therapy. Needless to say, many special education students who receive physical therapy services (and other services considered unsuitable for refashioning) will be negatively affected during the school closures.

Closer to home for our law firm and most of our clients, the New Jersey State Legislature has passed Assembly Bill 3813, which currently awaits New Jersey Governor Phil Murphy’s signature.

The bill requires state school districts to give special education students the same access to remote instruction as general education students have (to the extent that access is “appropriate and practical,” which is something advocates contend the IDEA already requires). The bill also expressly authorizes school districts to provide speech language and counseling services through an alternative format.

And just today, April 1, 2020, the state of New Jersey issued rules applicable in a public health emergency (pursuant to the authority granted to agency heads by Executive Order 107, the State of Emergency signed by Governor Murphy), relaxing the general rules regarding the delivery of related services, and permitting them to be provided remotely.  This is a good step toward getting children with disabilities back on track.

Despite the USDOE’s attempts to calm fears and refine its position, we remain in uncharted waters. Because the navigation is sure to be choppy during these uncertain times, you may be confused as to what special education services your children should be receiving, and what legal options are available to them in the event the services are not provided.

We at John Rue & Associates, LLC are here to help.

If you have any questions or concerns regarding the impact school closures have on your student’s education, please contact us at (862) 283-3155 for a free preliminary consultation.

John Rue & Associates, LLC


John Rue & Associates New Jersey Education Lawyers www.johnruelaw.com John Rue & Associates can help with your real life legal issues, from education disputes with your local public school & discrimination by school officials, as well as family & civil litigation.

“Doing Well by Doing Good.”

(862) 283-3155


How are your classified children dealing with the home/virtual learning?

Forgive my absence, I guess I’m a little depressed over the Coronavirus and the so called “Home/Virtual” schooling that’s supposed to be taking place. I’ve been meeting with my tutoring students both in person and virtually, and am totally dismayed at the lack of instruction, and support provided to those kiddo’s with IEP services of In-Class Resource (ICR). They’ve become the forgotten, and their parents are trying to pick up the slack.

Not to mention all the students that were in a “Self Contained” classroom setting; I find they’re schooling has been left completely up to parents. Many of whom have no idea how to teach special needs, the concepts of ABA style learning, or implement OT and PT practices. I mean these children are experiencing regression BIG TIME, and no-one seems to care?

Now normally this is a big time for me… you know…. IEP Season! A time when we are usually reviewing your child’s IEP and coming together in Review Meetings to discuss what worked and what didn’t? Well, THIS IS NOT WORKING!!!

Teachers are still receiving their salary to sit at home and spit out an email saying; do pages 14 & 15 in science book today, and complete pages 12-18 in math…. yadda yadda, Now I know there are some districts out there doing it differently, but where I am that’s about the sum of it. In the mean time children on the spectrum, struggling with dyslexia, or attention deficit aren’t being instructed at all in a manner that they (or their parents) can reproduce at home. All while these poor parents are either trying to complete their own work or worse yet, laid off or unemployed.

So, that’s my rant for today. I’ll try to be more present in the weeks to come. What are you struggling with? Do you need some coaching in how to teach your special needs child? Do you need support? Some guidance? Someone just to talk to? I’m here. I can be reached through my Facebook Page, via email at specialneedsnj@hotmail.com, or call (973) 534-3402

What do you want to talk about today?

US Dept of Ed Coronavirus Letter

Answers to Special Education Students Services During Shut Downs

Click here for Q and A about providing services to Special Education Students during a Coronavirus shutdown. Download

Coronavirus and School Closings | Will your child still receive IEP services?

School is Closed due to Coronavirus info from COPAA

Given growing concerns and uncertainty regarding the COVID-19 outbreak,”the coronavirus,” the Council of Parent Attorneys and Advocates, Inc. (COPAA) is extremely concerned about the impact of COVID-19 on students with disabilities and their families. It is essential that families make decisions about the safety and welfare of their children in consultation with local schools and communities and that families know the rights and requirements under Federal law during such emergency situations.  COPAA wishes our members and the entire community health and safety in the coming weeks.

Under Federal law, State and local educational agencies are required to provide all children eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) with a free appropriate public education (FAPE). While the IDEA does grant the Secretary of Education the authority to waive state maintenance of effort (MOE) requirements and requirements to supplement, not supplant, federal funds under certain circumstances, the Secretary does not have the authority to grant waivers to FAPE under IDEA. COPAA has grave concern with the Department of Education’s proposition that students with disabilities are not entitled to services during a school closure. COPAA believes the obligation remains.

If schools close for only a brief time for all students, the school district must maintain continuity of learning by providing educational services to students with Individualized Education Programs (IEPs). For such temporary emergency closures, the provision of homebound services such as instructional telephone calls, homework packets, Internet-based lessons, and other available distance-based learning approaches is not considered a change in placement

If schools close for an extended period of time (generally more than 10 consecutive school days), then school administration officials and the child’s IEP team must determine whether the child is available for instruction and could benefit from homebound services such as instructional telephone calls, homework packets, Internet-based lessons, and other distance-based learning approaches. Even prior to that point, a child’s parent may request an IEP team meeting to discuss the potential need for special education and related services, if the exclusion is likely to be of extended duration. If neither parent can attend an IEP team meeting, the school must use other methods to ensure parent participation, including individual or conference telephone calls, consistent with 34 CFR §§ 300.322(c) and 300.328.

If schools are developing plans for online learning for students, they also need to plan for students with disabilities. If an eligible student with a disability is required to stay home at the advice of their physician, due to vulnerability concerns or due to testing positive for COVID-19, the IEP team should convene to discuss the need for special education and related services, available distance-based learning approaches, or compensatory education in the case of an extended absence.

Due to an increasing number of troubling news reports, on March 4, 2020, the Office for Civil Rights wrote to all Education Leaders to clarify federal protections that exist for students who become victims of “stereotyping, harassment, and bullying directed at persons perceived to be of Chinese American or, more generally, Asian descent…” and that “[states and school districts] must take special care to ensure that all students are able to study and learn in an environment that is healthy, safe, and free from bias or discrimination.”

COPAA is actively monitoring updates from the U.S. Department of Education and will keep you apprised of any new resources.