BSEA Issues New Standing Orders Addressing COVID-19-Related Issues

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.

The BSEA’s new Standing Orders also allow for Hearing Officers and Mediators to accept submissions of correspondence or documents through email, in addition to paper (such as fax or mail), so long as all parties are copied on the electronic correspondence. Hearing Requests cannot be submitted via email and must still be submitted via mail, fax, or hand-delivery.

COVID-19 has had an adverse impact on many parts of our lives, and it has also disrupted administrative proceedings for special education cases in Massachusetts, which in the past were exclusively conducted in-person. These new Standing Orders provide a necessary and welcome alternative to in-person resolution proceedings during this time. The BSEA’s Standing Orders can be found here: https://www.mass.gov/orgs/bureau-of-special-education-appeals.

Special Education Today is a publication of the Special Education & Disability Rights practice group at Kotin, Crabtree & Strong, LLP in Boston, Massachusetts.

Public Toxins and the IDEA: In Quest of an Accountable Economy and a Fully Funded IDEA

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.)

U.S. DOE and DESE Make Clear: Districts Must Provide FAPE During School Closure and Timelines Remain in Effect

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

Encouraging Changes: DESE Provides Updated Guidance to School Districts Regarding the Provision of FAPE During School Closures

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

Reversing a FAPE Freefall? U.S. DOE Upholds Students’ Rights to Special Education During Coronavirus Crisis

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 Settles Civil Rights Suit Against the Holyoke Public Schools for $950,000

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