Gavin William’s story is one of the many examples of how special needs children are neglected by schools and teachers during the coronavirus.
This ten-year-old boy, who was diagnosed with autism and ADHD, already faces obstacles that make his studies and social life more difficult. Therefore, he receives an IEP (Individualized Education Plan), which provides him with two sessions of occupational and speech therapy, and an hour of social skill development every week. He has a special education teacher that works with him every day for an hour of reading and half an hour of writing.
But now, he has none of these. While, the New Jersey Department of Education’s guidance and the National Center for Special Education in Charter Schools declared that mandated services for special needs students are obligatory, they are not happening. Without support, Gavin’s skills will slowly deteriorate and catching up to his peers will be even more challenging later.
Other schools have provided some good examples of dealing with the current situation:
- Georgia: Video lessons and daily consultation calls for further explanation and help
- New Jersey: Therapists check in daily to help with difficulties that arise
- California: Some second and third grade students receive computers from their school district in order to follow the teacher’s instructions. Also, one teacher created a guiding checklist and keeps in regular contact with parents.
While the problem is not new, there still is no solution. Neglecting and excluding special needs children and not providing them with adequate support did not arrive with COVID-19. Inequities have always existed, but good practices show that not all is lost.