The Ohio Department of Education (ODE) has latched on to a new term: “recovery services.”   This term is being used to describe services they’re giving students to help bridge educational gaps in learning caused by COVID-related school closures.  How is this different from compensatory services?  I was quite confused by ODE’s explanation, but I think this is what they’re trying to say…

Normally, if a student doesn’t receive the services listed in their IEP, they are entitled to compensatory education to “compensate” the student for services they should have received.  As a result of the pandemic, many schools could not provide services as stated in the IEP. Instead of requiring Ohio schools to provide compensatory education to all of its special education students, ODE is asking us to take a step back and assess why the school did not provide the services.  The ODE seems to be trying to call attention to two very different reasons for failing to implement an IEP: a school’s faulty implementation of an IEP or a school’s inability to deliver services due to the pandemic. If the school failed to implement the IEP as written because of the mandated building closures, the student may be entitled to recovery services if the team determines that the student suffered an educational gap. The ODE also states, “If a student with a disability was refused services by a school, or otherwise did not receive services or instruction while other students were receiving services during the building closures,

Recently, we have been receiving inquiries from parents who are worried that their children with disabilities won’t be able to go back to school because of the new mask mandate issued by Governor DeWine.  The order requires all students in grades K-12 to wear a mask at school.  But, as we all know, there is a fairly small group of students who, because of their disabilities, simply cannot wear a mask all day, if at all.   Governor DeWine’s mandate specifically exempts these students:

• any child unable to remove the face covering without assistance,
• a child with significant behavioral/psychological issue undergoing treatment that is exacerbated specifically by the use of a mask,
• a child living with severe autism or extreme developmental delay who may become agitated or anxious due to the mask, and
• a child with a facial deformity where a mask will cause airway obstruction.

There is a lot of talk about masks for persons with asthma, but you’ll notice that asthma alone is not a qualifier.  In a joint letter from Ohio Children’s Hospital Association and American Academy of Pediatrics, which the Governor references, it states, “Specifically, asthma, allergies and sinus infections are not a contraindication for using a face covering/mask.”  That is not to say that someone with asthma couldn’t qualify for an exemption based on one of the scenarios itemized above.

If you believe your child falls into one of the exemptions provided by the Governor, reach out to a school administrator right away.  Tell them

The Ohio Department of Education has proposed a slew of revisions to the Ohio Administrative Code (OAC), several of which will negatively impact students with disabilities.

The most alarming change proposed is the removal of a school district’s obligation to obtain parental consent before changing a student’s educational placement (OAC 3301-51-05). If the rule is adopted as written, a school district can transfer a student to the more restrictive environment of a private school, even if the parents oppose that decision. The school district can also remove a student from an outside environment, bringing them back to their home school, a much less restrictive environment, without parental approval.  Change of placement does not always involve a separate facility; it can also include moving a student from general education classes with supports, to a self-contained classroom in the same building, with no typical peers.   This is a big deal!

A second, huge change is the addition of the term “Educational Agency”(OAC Chapter 3301-51-01).  It looks as though all “Educational Agencies” are now responsible for much of what used to be the exclusive responsibility of the school district:  child find, evaluations, IEPs, etc.  The term “Educational Agency” does include school districts, but it also includes Educational Service Centers, DD Boards, open enrollment school districts, juvenile justice facilities and potentially multiple other agencies that “provide or seek to provide special education.”  The definition itself is very unclear as to which agencies it encompasses, and the substitution of this definition for school district in

It is the question that’s been on my mind as summer quickly skates by, are these kids going back to school in August? Yes or No?

It’s much easier to manage life when we know exactly what we’re dealing with, and, as parents, we want answers. If our children are going to be at home, schooling remotely, we have to rearrange our own work schedules or find someone reliable who can care for them. It’s frustrating to not have answers, and we want to know so we can come to terms with it and P L A N!

Keep in mind that as overwhelming as it may seem for our little families, of three or five or even seven people, imagine the logistics involved in planning for an entire school district of thousands of children, families, staff members, teachers and unions. All with different needs, health backgrounds, belief systems and political affiliations. With all the moving parts and an endless barrage of opinions being thrust about on social media, the long-awaited guidance from the Ohio Department of Education, the Ohio Department of Health and even the American Academy of Pediatrics has been reduced to writing. It still leaves a lot of leeway for each district to make its own decisions based on their own circumstances and our school administrators have a tough job ahead of them for sure!

We can share our opinions with the decision-makers, but the bottom line is that we don’t have control over what this