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NEW GUIDANCE HELPS SCHOOLS SUPPORT STUDENTS WITH DISABILITIES and AVOID DISCRIMINATORY USE OF DISCIPLINE

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On July 19,2022, the Department of Education for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) released guidance to assist public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid discriminatory use of student discipline.

These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department’s continued efforts to support students through pandemic recovery.

            “ All students deserve to have their rights protected, and schools deserve greater clarity on how they can avoid the discriminatory use of discipline”, said U.S. Secretary of Education Miguel Cardona. “ Too often, students with disabilities face harsh and exclusionary disciplinary action at school. The guidance we’re releasing today will help ensure that students with disabilities are treated fairly and have access to supports and services to meet their needs-including their disability- based behavior.  We also expect that districts utilize the American Rescue Plan dollars to build capacity, provide professional learning opportunities for educators and school leaders and hire additional staff. These resources will also help schools live up to their legal obligations, support an equitable recovery for all our students, and make sure that students with disabilities get the behavioral support and special education services they need to thrive. “

            The new releases reflect the concern, particularly in light of the prevalence of student mental health issues associated with the pandemic, that some students with disabilities are not receiving the supports and services necessary to address their educational needs, including their disability- based behavior.

The new resources include:

The Child and Family Law Center: Advocating for the Legal Rights of Children for over 25 years

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What does it take to win a Due Process Hearing?

A due process hearing is one of the mechanisms for resolving disputes regarding special education services between parents and school districts. Other less formal options such as mediation or a resolution session are available and typically occur before the parties go to a due process hearing. We make every effort to resolve disputes prior to going to a due process hearing. However, when it is not possible to resolve the issues a due process hearing may be necessary.

Parents often ask what it takes to win a due process hearing and this question is one that I have given a lot of thought to over the years. My answer is based on my experience litigating due process cases for over twenty-six years. Some of the answers may seem obvious while others may not. The following is a compilation of lessons learned as a parent’s attorney in these proceedings.

  1. The facts support the parent’s claim that their child was denied their rights under the Individuals with Disabilities Education Act (“IDEA”). There are many scenarios that meet this definition. Typically, the student has not received appropriate services, failed to make meaningful progress, or was not identified in a timely manner as a student with a disability. *
  2. The denial of these rights must rise to a denial of a free, appropriate, public education. Data supporting these arguments is a necessary element in a successful due process hearing.
  3. A well-organized parent who keeps good records is an asset in a hearing. Preparation from an attorney and collaboration with the family are essential.
  4. Documentation of the parental concerns to the school and evidence of the district’s failure to respond appropriately are often key elements in a hearing.
  5. The law supports the legal position that you are taking in the hearing. This is a complicated area of law that requires a knowledge of case law and prior decisions that provide guidance on the legal standards.
  6. Expert witnesses often determine whether a parent will prevail in a hearing.  Parent’s opinions are unlikely without some independent source, to persuade a hearing officer of their position. Choose experts carefully.
  7. The parent’s willingness to work with the school and to participate in the process even though there may an “agreement to disagree” on what is needed is a factor in hearing officer’s decisions.
  8. The ability to clearly articulate the relief you want from the hearing officer. Parents in conjunction with their legal counsel should be prepared to state very clearly what they want the school to do.
  9. At all times parents and legal counsel should behave in a professional manner.

Selected Resources:

http://wwwisbe.net/documents/parents-guide-special-ed-Aug.20pdf

If you are considering a due process action or simply want to discuss your child’s special education rights, please call our office at (312)-640-0500 and ask to speak to Micki Moran or email her at mmoran@grundlaw.com

School Officials Don’t Need Probable Cause to Question Student

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Guidance Counselor - Taking NotesMany parents are outraged when their child or adolescent is questioned by school officials regarding misconduct in a school setting without appropriate Miranda warnings and without notifying the parents. A district court in Michigan recently ruled that a school was able to detain a student for questioning. To detain a student, a school must have a reasonable suspicion that the student violated a law or school rule. A lesser standard is appropriate, the court reasoned, because school officials act in loco parentis for a student and in order to maintain order, a student’s freedom may be restricted in some ways. D.J.Y. v. Ypsilanti Community Schools 115 LRP 6578 (E.D. Mich. 2015).

Karma

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Last week I received a call from a lawyer who had reviewed a CLE presentation I had done on School Discipline. He was handling his first expulsion case and wanted some advice. I was busy and thought for a brief moment that I just couldn’t take the time to help. I called the lawyer. He was grateful and we talked about the implications of a student with special education issues and school discipline. The child’s family had few resources and this lawyer was trying to assist in assuring that this 13 year-old wouldn’t be expelled without access to education.

Over the years, I have had many of these calls. I have always tried to reach back and help because access to legal advocacy in special education, in most instances, depends on a family’s ability to afford an attorney or advocate. The stakes are very high. Removal from school is disastrous for all children. Failure to get the right resources can damage a child forever.

There are only a handful of private special education attorneys in the Chicago area. There are far fewer, if any, as we move away from the greater Chicago area. The need is the same. Access to these resources is critical. It is a shared responsibility.

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