Oct 22
Eight months after COVID-19 first shut down schools across the country, the state of education in the United States remains in flux. Students with disabilities, in particular, continue to be disproportionately impacted by school closures and lack of access to services. As cases tick upward once again, school leaders and administrators are likely to face tough decisions in the coming months. Despite the immense difficulty of the situation, we have identified several key strategies that will set school leaders up for success.
Oct 20
On October 20, K-12 Dive reported on the CRDC’s new data showing that students with disabilities are subject to disproportionate rates of harsh discipline, quoting Lauren Morando Rhim.
Oct 15
Students with disabilities have long faced disproportionate rates of harsh disciplinary practices like physical or mechanical restraint and seclusion—often with disastrous results, including permanent injury and death. New data from the Civil Rights Data Collection released today by the US Department of Education shows that this disproportionality has sharply increased—a shocking and disappointing trend.
Oct 15
Children with disabilities have been disproportionately affected by the COVID-19 pandemic—both in and out of school—and the enormous challenge of adapting to the new normal has placed schools and districts under financial strain. In light of these facts, the Center is proud to support the Supporting Children with Disabilities During COVID-19 Act (H.R. 8523).
Oct 15
On October 15, NJ Left Behind reprinted the Center’s statement on new data from the Civil Rights Data Collection that shows that students with disabilities continue to face disproportionate rates of harsh disciplinary practices.
Oct 13
On October 13, Edweek posted a story on how New Orleans plans to help students make up for learning losses during the pandemic and quoted Lauren Morando Rhim.
Oct 08
As New Orleans educators and advocates for children, we are reflecting on the 15th anniversary of Hurricane Katrina and the ongoing manifestations of that trauma for our community and our children. With humility and transparency, we examine the mistakes we made in our efforts to reopen schools and educate children, especially children with disabilities, in the wake of that unimaginable disaster and loss. We hope that our lessons learned will prove valuable to educators nationwide as they reopen schools in the midst of the COVID-19 pandemic.
- October 8, 2020
- Jennifer Coco + Aqua Stovall + Liz Marcell Williams
- Blog, COVID-19
Oct 07
In an October 7 piece, The 74 Million shared Senior Policy Director Wendy Tucker’s concerns about disproportionate discipline of students with disabilities during the COVID-19 pandemic.
Sep 23
The Center’s bi-annual secondary analyses of the US Department of State’s Civil Rights Data Collection help to identify trend data related to special education in public schools, and in particular in US charter schools. This infographic illustrates key trends the Center identified in our analysis of the 2015-2016 data collection.
- September 23, 2020
- The Center
- Blog
Sep 19
Justice Ruth Bader Ginsburg spent her life standing up—and speaking up—for just and equal treatment for all. She was the author of one of this country’s most impactful Supreme Court decisions on disability rights, Olmstead v. L.C., where she stood up against the systematic institutionalization of people with disabilities, holding that “unjustified institutional isolation is a form of discrimination” that “perpetuates unwarranted assumptions that persons so isolated are incapable or unworthy of participating in community life.”
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