Compensatory education is a well-established remedy for deprivations of special education services, recognized in Massachusetts at least since Pihl v. Massachusetts Dep’t of Educ., 9 F.3d 184 (1st Cir. 1993). The purpose behind compensatory relief is to make the student whole by to providing services that place the student in the position that he or she would have occupied if the services been delivered in a timely manner. The remedy is an equitable one that has been characterized as broad and flexible. In some cases, school districts (or, when disputes occur, courts, administrative hearing officers, and state complaint agencies) have used a “one-for-one” approach, calculating the hours or days of services that the student missed and ensuring that the student receives compensatory services of the same type and in the same amount. At other times, compensatory services may differ in type or amount from those the student missed, with the goal of redressing the deprivation by meeting the student’s current needs. Continue reading
In a recently published article, the Boston Globe reports that during this past spring, many school districts across the state asked parents to forgo their children’s special education rights by signing waivers releasing the districts from important special education obligations. These waivers have included releasing districts from providing IEP-related services and programming, conducting special education assessments, and issuing IEPs within state and federal timelines. That districts would request such waivers is concerning enough, in light of clear federal and state guidance that districts must adhere to these obligations despite the COVID-19 crisis. Further concerning is how districts have presented these waivers. Attorneys, parents, and advocates have stated that districts have portrayed the signing of these waivers as a necessary condition for parents to get IEP Team meetings scheduled or for certain services to continue. As a result, many less informed or less assertive parents consented to the waivers, misled by the districts to believe that they had no choice but to do so if they wanted their children to receive assessments, services, or meetings to which the families were in fact already entitled. Continue reading
As most Massachusetts residents know, on March 15, 2020 Governor Charlie Baker ordered all public and private schools in the Commonwealth to cease in-person instruction through April 6, 2020. That restriction was later extended through the end of the 2019-2020 school year. The Massachusetts Department of Elementary and Secondary Education (“DESE”) directed school districts to provide students (including special education students) with remote instruction during that time. With the 2019-2020 school year drawing to a close, DESE been considering summer school programs and looking toward the reopening of school in the fall. DESE has issued the following guidance on those subjects:
- On June 4, 2020, DESE Commissioner Jeffrey C. Riley issued “Initial Summer School Re-Opening Guidance.”
- On June 7, 2020, Senior Associate Commissioner and State Director of Special Education Russell Johnston issued “Guidance on Summer 2020 Special Education Services.”
- On June 25, 2020, Commissioner Riley issued “Initial Fall School Reopening Guidance,” including “Initial Fall Special Education Guidance” (Appendix C).
- On July 1, 2020, Commissioner Riley issued “Comprehensive Summer School Guidance,” which supersedes the June 4 initial guidance.
The Bureau of Special Education Appeals (“BSEA”), the state’s administrative body that handles special education cases, has recently issued Standing Orders to address the challenges presented by COVID-19. In order to comply with federal and state mandates requiring that special education timelines be maintained during this global pandemic, the BSEA has ordered that it will continue to hold resolution proceedings (which include Due Process Hearings). In light of the state’s closure and re-opening plans, these resolution proceedings shall be done remotely or virtually and not in-person until further notice. Any requests for a change in date of the resolution proceedings, location of the proceedings, and/or mediums from which to conduct these proceedings must be made to the individual Hearing Officer assigned to the case. Continue reading
In a recently published article for Newsline, a publication of the Federation for Children with Special Needs, Bob Crabtree reflects on the slow process between the time that a substance is recognized as toxic to children and the time that legislatures act (if they act at all) to regulate its use, and the resulting harm to children.
In the article, Public Toxins and the IDEA: In Quest of an Accountable Economy and a Fully Funded IDEA, Mr. Crabtree discusses the implications of this regulatory failure for disability advocacy, with emphasis on the need for a robust independent regulatory system to determine the possible neurodevelopmental effect of materials before those materials are allowed in the marketplace. In addition, Mr. Crabtree argues that Congress must fully fund IDEA to provide adequate support to all children with disabilities, including those children whose disabilities are caused or amplified by harmful products in the marketplace.
(Readers are encouraged to return to this site with comments if they are so moved, as the Federation’s site does not include that option.)
The Coronavirus Aid, Relief, and Economic Security Act (“CARES Act”), signed into law on March 27, 2020, contains a provision allowing the U.S. Secretary of Education, Betsy DeVos, to recommend that Congress waive certain requirements during the COVID-19 pandemic, including requirements under the Individuals with Disabilities Education Act (“IDEA”). Many attorneys and advocates for students with disabilities feared that the Secretary would seek congressional approval to excuse school districts from complying with all of IDEA’s provisions during the current crisis. Such approval, if granted, could have relaxed IDEA’s substantive obligations, such as the requirement that school districts provide a free appropriate public education (“FAPE”) to students with disabilities, during periods of school closure and/or could have tolled or extended IDEA’s procedural obligations, such as the requirements that district perform evaluations and re-evaluations within specific timeframes. Continue reading
The dedication of our public servants in meeting the educational needs of our community is manifest in their reaction to the Covid-19 shutdown. Continue reading
On March 26, 2020, the Massachusetts Department of Elementary and Secondary Education (“DESE”) provided an important update to school districts on their legal responsibility to provide a free appropriate public education (“FAPE”) to their students with disabilities during the COVID-19-related school closures. This guidance, entitled “Coronavirus/Covid-19 Frequently Asked Questions For Schools and Districts Regarding Special Education,” replaces the previous one that DESE published on March 17, 2020. Also on March 26, 2020, DESE Commissioner Jeffrey Riley issued specific recommendations to school districts about implementing remote learning models, entitled “Remote Learning Recommendations During COVID-19 School Closures.” Continue reading
On March 21, 2020, the United States Department of Education (“USDOE”), through its Office of Civil Rights (“OCR”) and Office for Special Education and Rehabilitative Services (“OSERS”), issued a Supplemental Fact Sheet, “Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities.” This guidance provides a necessary corrective to earlier guidance issued by USDOE on March 12, 2020 and by the Massachusetts Department of Elementary and Secondary Education (“DESE”) on March 17, 2020. Continue reading
KCS attorneys Daniel Heffernan, Alicia Warren, and Carl Misitano resolved a complex civil rights suit against the Holyoke Public Schools. The case arose out of the abuse and mistreatment of fifteen students with special needs in a program within the Holyoke Public Schools.The students, who were in grades four through eight, all had pre-existing emotional disabilities including anxiety and trauma-related disorders. The defendants included the municipal entities and various school employees. Continue reading