Carol Ann Heath, Ed.D. Children with Disabilities, Early Intervention Services, Special Education

Washington Post and Rights of Students with Disabilities: My field has moved back, not forward.

To say I was let down would be an exaggeration. I waited with great hopes for the Panel Discussion on the current chaotic state of the education of students with disabilities and the lack of implementation of the requirements of the IDEA (Individuals with Disabilities Education Act).

The panel discussants were eloquent, polished in their presentations, and vibrant. They included the secretary of the federal Department of Education, the Ford Foundation program officer for disability rights, and the CEO of the National Center for Learning Disabilities. The moderator did not ask challenging questions but encouraged the presenters on the theme of their professional expertise. 

The title “Disability Rights in U. S. Schools” was only lightly touched on but on the broadest subject of access throughout life and work settings. The major themes included the shortage of teachers, professional development, salary, working conditions, and respect for the profession, all very critical issues in teacher retention. 

The rights of students with disabilities, over 15% of the public school student population, to implementation of their IEPs (Individualized Education Plans) in the appropriate educational setting were not mentioned. For some students, this would be in an inclusive classroom, while for others, special settings may be appropriate for the implementation of their IEP. The role of parents and their rights in the special education process were not mentioned. At the state and local level, where special education happens, the costs of special education are an explosive issue for education budgets, frequently a target for advocates of non-disabled students. Federal funding covers less than 10% of the costs, depending on the wealth of the state and local system. 

Key to a discussion of the rights of students with disabilities is the recognition of the specific legal and procedural requirements, in addition to the push for inclusive educational environments, and teacher training and compensation.

Carol Ann Heath, Ed.D. Children with Disabilities, Early Intervention Services, Special Education, Topic of the Day, Uncategorized

Changes in Attitude and Language

Check out this article from USA TODAY:

‘I am not ashamed’: Disability advocates, experts implore you to stop saying ‘special needs’

https://www.usatoday.com/story/life/health-wellness/2021/06/11/disabled-not-special-needs-experts-explain-why-never-use-term/7591024002/

Having worked in the fields of early intervention services and special education for many decades, this story has a tired theme but one that may resonant with younger parents and professionals. My first teaching job was in 1971. I was teaching a class of “multiply handicapped” students in a school for the severely mentally retarded and educable children.

In 1975 the Education for All Handicapped Children Act (EAHCA) a comprehensive federal law known as Public Law 94-142, was enacted. It required public schools to provide a free appropriate education for all children with disabilities, ages 3 to 21. When the law was reauthorized in 1990 it was changed to the Individuals with Disabilities Education Act (IDEA). Subsequently the terms of “retarded” and physical handicaps were discarded and collapsed to the disabled.

During this time, the concept of “special needs” crept into the increasingly benign language and included those with mental health, cognitive impairments, physical disabilities, and increasingly, autism. Many parents described their children as having unique learning needs or accommodations.

Then, while I was teaching graduate students, the term of humanity first was the preferred description. Students with disabilities or students with learning challenges, emphazing that all children were children and the accompanying descriptions were secondary coniderations.

This article emphasizes the new movement with an emphasis on identify first, hence the return of the disabled student, child, or adult. It appears to be in keeping with the societal movement toward identifyinng differences as primary, underemphasizing our membership in humanity and our wholeness.

Given my longevity in this field, I am not comfortable returning to a term that can be used as a pejorative description. It has taken many years for the disabled to achieve parity with the able-bodied. When we live in a country with a President who used disability mannerisms as a political tool and a poor attempt at humor, we need to be reminded that we are all people with unique needs.

Carol Ann Heath, Ed.D. Children with Disabilities, COVID, Uncategorized

Severely Disabled Children and the Need for Home-Based Services

www.nytimes.com/2021/06/04/health/nursing-shortage-disabled-children.html

Another of the less apparent impact of COVID is the personal toll the lack of health professionals has meant for families with severely disabled children. It took years for the health system to understand the need for home-based nursing and the benefits for the family and the savings in health care dollars. Now….so few health professionals are available and families are struggling. No one can walk on their path, experiencing the pain and exhaustion of keeping a child alive, 24 /7.

Carol Ann Heath, Ed.D. Early Intervention Services, Special Education

The Devastating Impact of Covid-19 on Individuals with Intellectual Disabilities in the United States | Catalyst non-issue content

The Devastating Impact of Covid-19 on Individuals with Intellectual Disabilities in the United States | Catalyst non-issue content
— Read on catalyst.nejm.org/doi/full/10.1056/CAT.21.0051

https://catalyst.nejm.org/doi/full/10.1056/CAT.21.0051

Individuals with intellectual disabilities are more vulnerable to COVID as a result of lack of access to health care and vaccines. In addition, many have sensory or behavior issues which limit mask wearing.

Carol Ann Heath, Ed.D. Children with Disabilities, COVID, Special Education

Detroit’s Covid vaccination queue is one of first to include people with ADHD, other disabilities

Detroit is now giving Covid-19 vaccinations to people with ADHD, autism, vision or hearing impairments, and other intellectual and developmental disabilities.
— Read on www.nbcnews.com/news/us-news/detroit-s-covid-vaccination-queue-one-first-include-people-adhd-n1258399

An important decision to improve access for those individuals having problems with mask wearing and social distancing.

Carol Ann Heath, Ed.D. Children with Disabilities, Q and A, Special Education, Topic of the Day, Uncategorized

CDC Study Pinpoints Prevalence Of Intellectual Disability – Disability Scoop

Researchers from the Centers for Disease Control and Prevention are offering up a new estimate of the number of American children with intellectual disability.
— Read on www.disabilityscoop.com/2021/01/21/cdc-study-pinpoints-prevalence-of-intellectual-disability/29160/

Nationwide the CDC found 1.2% of children 8 years old had IQ scores 70 or below, qualifying these children for the traditional diagnosis of intellectual disability diagnosis. The majority, 78%, had mild intellectual disability, suggesting that many of these children can participate in educational opportunities within the regular classroom and ultimately will likely live within the community.

Nearly 12% were classified as having moderate intellectual disability and 1% are considered severe and profoundly disabled. These children require extensive modifications of the school curriculum and specially trained personnel. As adults these children with require specialized housing and support for daily functional skills.

This study also found that intellectual disability is twice as likely in boys, than girls, and in children of color when compared to white children. Nearly 39% of these children had autism.