Feds Releases Guidelines for Educating Students with Disabilities in the Event of a Swine Flu Outbreak

By Lisa J. Hudson

A school closure due to a swine flu outbreak is scenario that raises many "What if?" questions for state educational agencies (SEAs), local educational agencies (LEAs), schools and postsecondary institutions. A prolonged school closure due to exceptional circumstances is a "What if?" scenario that the IDEA, Section 504, and the ADA do not specifically address.

Recognizing this, the U.S. Department of Education released guidelines on Sept. 1 that generally outline the obligations of, and best practices for, SEAs, LEAs, and schools to their students with disabilities in the event of an H1N1 outbreak.

Generally speaking, if schools are closed and do not provide any educational services to the general student population, then they would not be required to provide services to special education students. Once school resumes, the schools need to determine whether a student with a disability needs compensatory education.

Additionally, Education Week notes that the guidelines says, if a student loses skills because of a prolonged absence from school, the IEP team must determine what compensatory services are needed, and these services can be delivered by providing extended school-year services, extending the school day, providing tutoring before and after school, or providing additional services during regular school hours—all scenarios where transportation may play a role in ensuring these services are provided.

Of interest to special needs transporters is the section of the guidelines that answers the following questions:

• Must an LEA continue to provide FAPE to students with disabilities during a school closure caused by an H1N1 outbreak?

• In the event of a school closure, how might educational services be provided to students with disabilities?

• What must a school do if it cannot provide services in accordance with a student’s IEP or Section 504 plan because of an H1N1 outbreak or if a student opts to stay home because the student is at high-risk for contracting the virus?

• In the event that a school is closed, would an IEP team be required to meet? Would an LEA be required to conduct an evaluation of a student with a disability?

• What steps must be taken to serve a student with a disability who may have lost skills as a result of a prolonged absence from school?

• If an LEA is required to provide services to parentally placed private school students with disabilities during an H1N1 outbreak, how will the LEA communicate with these private schools?

National Head Start Association Mourns Passing of Eunice Shriver

Here's is what NHSA Executive Director Yasmina Vinci had to say this week about the life of first-sister Eunice Kennedy Shriver, the founder of the Special Olympics and mother of California first lady Maria Shriver:

"We send our condolences to the Shriver and Kennedy families. Throughout her life Eunice Kennedy Shriver impacted the lives of millions of Americans through her advocacy, promotion of research, and non-profit entrepreneurial skills. Influenced by the mental retardation of her late sister Rosemary, she was a pioneer in advocating for the rights of disabled, shaping the research agenda of the Joseph P. Kennedy Jr. Foundation to fund mental retardation research, helping to establish the National Institute of Child Health and Human Development to conduct research on child and adult health issues, and founding the Special Olympics. Millions of people with mental disabilities in 170 nations have participated in the Special Olympics. Also, I have just learned from reading a tribute by her brother, Senator Edward M. Kennedy that the Americans with Disabilities Act would not have happened without her."

Why Districts Are Spending More Money Now to Ensure Students with Autism Spend Less Time on the Bus in the Next School Year

By Lisa J. Hudson

A growing numbers of school districts in the Westmoreland County, Pa., region are establishing classrooms within their schools designed specifically for students with autism. The Pittsburgh Tribune Review attributes the increase in the number of schools trying this strategy to, "changing interpretations of education law (that) are pushing public schools to educate every student closer to home."

A few of the school officials interviewed for the Aug. 2 article also specifically cite the fact that students with autism attending schools closer to home will spend less time on school buses, which they see as a benefit.

The initial costs to set up a new, autism-specific classroom for as few as three to four students can be expensive. For example, a new kindergarten and first grade classroom at the Southmoreland Primary Center will cost up to $90,000 in the initial year for salary, benefits and special equipment, notes the paper. However, John Molnar, administrative assistant in the Southmoreland School District, says that compared to the cost of sending those students outside the district, it will in the long run be more cost effective to have them stay local. Additionally, Molnar notes, "What we're trying to do is get our youngest kids off the buses."

"It's a benefit to the taxpayers to educate these students in the district," notes Margaret Zimmer, the director of pupil services for the Norwin School District in commenting on the decision to establish a new classroom for seven severely autistic elementary students in the district.

Zimmer also told the paper the new class will allow the students to spend less time on buses and give them more exposure to their non-autistic peers.

School Bus Driver Unions and the Need for Special Understanding

By Peggy A. Burns

We all know that drivers of students with special needs have to be special themselves. At a recent conference, one school transportation administrator bemoaned the fact that the union doesn’t seem to recognize this, and it demands that seniority alone be the deciding factor in who can bid successfully for a special needs route. In this district, the union was the barrier to choosing the right person for the job. In another district, the board of education’s policies – or your own – may have created the unintended consequence of limiting the pool of drivers for this critical work without regard to true qualifications.

As with so many areas, the “fix” is likely to be related to your efforts to educate necessary people. I wonder what would happen if union representatives or board members accompanied you on several real special needs routes. Perhaps they would begin to understand the unique challenges that ride along on these routes. Show them “The Road to Compliance for Special Needs Drivers.” Expose them to the wide variety of equipment that travels along with special needs students. In short, let them know what’s behind your insistence – and you must be insistent about this – that the right people be in the right positions.

Peggy Burns is an attorney and consultant, owner of Education Compliance Group, Inc. and a regular contributor to School Transportation News. She is the developer of four video training programs, “The Road to Compliance for Special Needs Drivers," “Putting the Brakes on Harassment: Training for School Bus Drivers,” “Steering Clear of Liability: Training for School Bus Drivers, and “Confidential Records: Training for School Bus Drivers.” Peggy can be reached at (888) 604-6141 or ecginc@qwestoffice.net.

Mainstreaming Special Needs Students Takes on a New Meaning in Kansas District

An interesting blog today from Education Week's Christina Samuels touched on an innovative new program being implemented in Wichita, Kan., that changes the way traditional area "alternative" schools for special education students are run. Principal Jackie Hultman tells the Wichita Eagle that only 10 percent of students ever transfer out of the school's concentrated special-education environment, so to meet federal guidelines, more special ed kids are moving out and about 20 regular-education kids, many of whom have been previously expelled or suspended, are moving in.

The article states:

School board members said Guthrie and district officials have answered their concerns that dangerous students would be placed with mentally ill students.

"We're not wanting to place any (students at Sowers) involved in gang activity or aggressive behavior," Guthrie said.

See, it seems many of these students were guilty of "unintentional battery of school employees but have a second chance at graduating." Really. Hence the "alternative" moniker rather than the previous names of special education centers. But it's not like these bad apples will be running amok and terrorizing those special ed students who remain, as the new transferred-in students will be using their own bathrooms, at least so says the school.

It's interesting to see another form of "mainstreaming" at work. From the school transportation perspective, it has been a trend for the less severely disabled students to be incorporated onto regular route school buses to save schools money, as special needs transportation can be 10 times more expensive. But now we see the reversing happening, where regular education kids albeit with some very real temper problems are being introduced into the special needs population that needs patience and understanding.

And, like on the transportation side, it's being done to potentially save money, or, more aptly put, save the school from shutting down. he district faces cutting at least $21 million from its budget of more than $600 million. It likely will have to cut more, as Gov. Mark Parkinson last week announced deeper cuts to state aid for public education.

The program is championed by Alexa E. Posny, the commissioner of the State Department of Education and the former director of the U.S. Department of Ed's Office of Special Education Programs. The same woman President Obama recently tabbed to be the next assistant secretary of the Office of Special Education and Rehabilitative Services. She says special education kids learn better when they're regular education classroom peers push them to succeed.

Breathe Easy, Ye Who Rely on Medicaid Reimbursements

So said Health and Human Services Secretary Kathleen Sebelius when she rescinded a final rule that would have taken the . As governor of Kansas, keeping Medicaid alive was one of Sebelius' major platforms, according to OntheIssues.org.

Sebelius warned that neither Congress nor the Bush administration planned to extend a one-time increase in Medicaid funding. If the emergency aid is not renewed, Kansas will be forced to cut its Medicaid budget. Sebelius also complained that federal officials have slowed payments to the states in the wake of Medicare and Medicaid reform efforts. If states are forced to cut Medicaid budgets, numbers of uninsured are sure to increase.

The issue was raised back in September of 2007 when then HHS Secretary Mike Leavitt proposed schools be stripped of federal and state reimbursements of Medicaid-eligible reimbursement costs, such as transporting some students to and from therapy sessions and doctor visits, after the Government Accoutability Office discovered some $3.5 billion in fraudulent claims over the previous five years.

Fraud might be the correct term to use in some cases, but certainly not all, as many cases, some involving schools turned out to be paperwork errors. Still, $3.5 billion is $3.5 billion. As for some the alleged perpetrators, Sebelius and U.S. Attorney General Eric Holder announced that 53 people were indicted for schemes to submit more than $50 million in false Medicare claims.

But penalizing schools didn't sit well with Sebelius. In May, HHS and the Center for Medicare & Medicaid Services issued a proposed rule to rescind the transportation rule as well as other that would limit the ability of states to issue reimbursements to agencies and medical services.

Back to the Basics

By Peggy A. Burns

In the last 10 days, I’ve become aware of decisions and deliberations that have important implications. These newsworthy items provoked considerable thought on my part – I knew they were important...but were they important to school transportation professionals?

One, a U.S. Supreme Court decision in Safford U.S.D. v. Redding, concerned a strip search of a then-13-year old girl who was suspected of possession of over-the-counter medication in violation of school district policy. A second, another U.S. Supreme Court opinion – this, in the case of Forest Grove School District v. TA – held that the Individuals with Disabilities Education Act authorizes reimbursement for private special-education services when a public school fails to provide FAPE and the private-school placement is appropriate, regardless of whether the child previously received special-education services throught the public school. The third item was the testimony of Attorney General Eric H. Holder Jr. concerning proposed legistation – the Matthew Shepard Hate Crimes Prevention Act of 2009 – that would, among other things, create a new Federal criminal hate crimes statute. The bill would strengthen and broaden Federal hate crimes legislation, to cover hate crimes committed because of the victim’s sexual orientation, gender, gender identity, or disability. Currently, such victims can recover money damages under a number of federal and state statutes, and state, local, and tribal criminal laws address widely such crimes.

These are important issues to be sure, and, as informed citizens, school transportation professionals should be aware of them. But, if you’re like me, the more issues that demand your attention – especially in ways that suggest, whether subtly or otherwise – that you should take steps to address them in your professional context – the more Maalox moments you have.

So, I want to challenge my colleagues to focus, still, on “the basics,” the situations which pose regular threats to student safety, which distract you from your other duties, and which compromise your already dwindling budgets. These are the situations that are reflected, day-in and day-out in the headlines and on court dockets: such issues as fighting among students on the school bus; student-to-student harassment and bullying; appropriate choice and use of equipment, services, and trained staff in the transportation of students with and without disabilities; recruiting, maintaining, assessing and training of a competent, productive and competent workforce; effective routing and scheduling. . .and it goes on, and on. My theme is that you need to know a lot, balance and juggle even more, and identify and take necessary measures in a whole host of concerns that demand your daily attention. Be aware of these highly significant and national issues, but don’t let them pose serious distractions for you – at least not until you’ve got all the others well under control.

Peggy Burns is an attorney/consultant with Education Compliance Group, Inc. Peggy can be reached at (888) 604-6141, and by email to ecginc@qwestoffice.net.