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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?

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

Special Needs IEP Coaching

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.