Sonja D. Kerr and Jennifer Y. Sangon Nov 24, 2015 10:12 AM
Parents of children with disabilities need to be aware of a new legal case that affects families’ rights. Recently, in G.L. v. Ligonier Valley School District, the U.S. Court of Appeals for the Third Circuit explained how long parents can wait to bring a legal action if they do not like the special education services the school district is providing their child.
Vincent Hugheson May 19, 2015 11:21 AM
Nearly 270,000 children with disabilities, one out of every 6.5 students, receive special education services in Pennsylvania’s public schools. Schools provide a broad range of services – from least intensive to most intensive – to those students. That’s why last year Pennsylvania adopted a new funding formula for students with disabilities that directs resources based on the needs of the student and the corresponding level of services provided.
My colleagues and I in the state legislature, along with disability advocates throughout Pennsylvania, supported this new formula as a better, student-focused approach to providing resources to students with disabilities. The new formula applies only to new dollars in the state’s special education line item.
Maura McInerneyon Mar 27, 2015 11:01 AM
Imagine having no speech or hearing, only limited sight and no way of communicating with those around you. This was the isolated world of one of the Education Law Center’s clients, 9-year-old Billy (not his real name).
Billy is a child with multiple disabilities, including cerebral palsy, physical impairments, and an intellectual disability. His school days were long and lonely. Teachers and classmates did not understand or interact with him, and he could not communicate even his most basic needs.
Richard Selznickon Feb 10, 2015 12:47 PM
Possibly nothing is more challenging to a child than to struggle in reading. Starting in early kindergarten, there are differences between the kids on the “smooth road” (those who start learning to read without difficulty) compared to those on the “rougher road” (those who show signs of early struggling).
Children on the smoother road start to learn their letters in preschool and make progress in kindergarten with letters, sounds and sight words (words that appear with high frequency in the text). They start to read easy Dr. Seuss books and receive lots of recognition from parents and teachers.
The Philadelphia School District is vowing to take a hard line on two issues that have caused confusion when charter operators take over traditional public schools: special education and facilities costs.
Even as the District tries to convert three more of its schools into charters, officials and parents alike are wading through confusion over “exceptions” that past administrations granted to outside managers in previous years of the District’s Renaissance school turnaround initiative.
In 2009, three researchers – Wall, Wheaton and Zuver – reviewed all U.S. studies done on bullying and developmental disabilities. The results were consistent and staggering.
All 10 studies found that children with disabilities were two to three times more likely to be victims of bullying than their non-disabled peers. Additionally, research showed that the bullying experienced by these students was more severe and most often directly related to the child’s disability.
The School District of Philadelphia has proposed closing 37 schools in June and relocating seven others. The announcement has sparked heated debate and criticism by parents, students, and community members.
The Public Interest Law Center of Philadelphia has concerns that school closures could present serious consequences for students with disabilities and English language learners.
[Updated, 9 p.m.] The School Reform Commission devoted its monthly strategy meeting Monday from 6-8 pm to the topic of special education. The agenda included both District officials and special education advocates, with a staff presentation on the state of special education in the District.
Philadelphia’s current restructuring plan is based on the “portfolio school district” model, where there is an array of public, charter, and other schools operated by independent organizations. Parents have choices among a “menu” of schools, including schools that are not operated by the District. District administration manages the portfolio of schools based on performance, closing poor-performing schools, expanding capacity in those that are doing better, and opening new ones designed to meet community needs.
By Dale Mezzacappa and Benjamin Herold
The School District released a 119-page document on Thursday that summarized the analyses and recommendations of the Boston Consulting Group, an outside firm retained at private expense to help the District avert a financial meltdown by radically overhauling its business operations and delivery of education.
The document details BCG’s work and thinking on hot-button topics ranging from charter expansion to labor negotiations. It also includes the previously unreleased analyses behind controversial District proposals to close dozens of schools and reorganize those that are left into decentralized, independently managed “achievement networks.”