By Mary O’KEEFE

There has been no doubt that remote learning has been challenging for students, parents, teachers and staff of the Glendale Unified School District. Students and teachers are adjusting to this new normal but for some the adjustment has been especially difficult.

Since COVID-19 has forced the closure of schools and made remote learning part of everyday life, parents of children with special needs have voiced their unique concerns of how their children are coping with learning from home – not only in the present but how they will be affected in the future.

“What we are finding is a mix,” said Dr. Deb Rinder, executive director of the Special Education Office. “We have some kids who we thought wouldn’t do well with [remote learning] who are doing well and some who we thought would do well are not.”

She added that most kids and adults are struggling with this new normal and echo what parents of special needs children are saying about the unique needs of their children.

“To say [remote learning] is impacting kids most significantly with special needs is an understatement,” Rinder said.

There are 45 students with special needs in the district’s pod program attending in-person school. Due to LA County Public Health guidelines there is a limited number of students allowed in the classrooms and there is limited staff available to assist.

In mid-August, the Dept. of Public Health released guidelines that may potentially allow districts to provide in person student Individual Education Program assessments.

“I hope they will allow us to provide related in-person services,” Rinder said. “There has been a lot of discussion on cohorts.”

On Wednesday, LA County announced a planned reopening that would include cohorts.

The Cohort Guidance announced by Gov. Gavin Newsom in August would require students to stay in separate cohorts with a maximum of 14 children per two supervising adults. Rinder said the guidance lists 14 children but it is more likely to be only 12 children in these cohorts, and that the adult numbers would be determined as related to the needs of the child.

“The hardest part of all of these [guidelines] is that it changes so frequently,” Rinder said on Tuesday. On Wednesday LA County Public Health announced cohorts would be allowed.

“On Sept. 14, Los Angeles County will allow schools to offer on campus services for small, stable, cohorts of K-12 students who need learning support, including children with special needs that have an Individualized Education Plan and are English learners. Waivers for this are not required, but schools must submit to the Dept. of Public Health an operational plan and they must comply with Health Officer Order guidance and protocols in order to serve students. Those receiving services are required to maintain small group cohorts of no more than 12 students and two supervisors and it will be a stable group of people to maintain safety for both students and teachers,” according to a statement from LA County.

When requirements are created allowing the reopening of sectors, like education, it is not always a quick fix for school districts. Once decisions are made the district must negotiate with teachers and staff to prepare for whatever the new normal will look like.

The district cannot bring children back to any type of in-person learning without approval of Public Health.

“But ultimately the decision to bring a child back [to the classroom] is a family decision. We will offer, when it is the appropriate time, the opportunity for [in-person classes] and the parent can choose if they still want [remote] learning,” Rinder said.

She is hopeful physical therapy and occupational therapy will be offered soon. Again: that would require more negotiations.

Rinder said she does hear the issues parents with special needs students are dealing with including struggles to keep their child focused on a computer screen and the concern they are losing any positive academic ground they have made over the years. Many children with special needs thrive with structure and, by taking that classroom routine away, the child sometimes suffers setbacks. Parents want to know what they can do to help their child stay on track.

“I answer that question multiple times a day. I try to encourage [parents] and let them know they are doing the best they can and that help is on the way,” she said.

Rinder said the pandemic has brought more attention to the needs of special education and that hopefully educators will learn from the success of learning pods and cohorts. She also sees how teachers and parents are working together.

“I think that parents have an appreciation for teachers and that teachers and staff have an exceptional appreciation for parents. It has been a collaborative coordination with a ton of communication to make this work,” Rinder said.

One of the points she makes when talking to parents who contact her and are at their “wits’ end” is to give them permission to make adjustments throughout the day. If putting a student in a Zoom class leads to a severe negative reaction then it is important for parents to adjust and to get support from teachers and the district.

“During this pandemic I look at every household as an individual education plan,” she said. “I wear multiple hats. I am myself a parent and I hear [parents]. I get it. I don’t say that to placate parents; I know this is the hardest time we have all had to face in our lives.”

There is a 24/7 GUSD special education hotline for parents at (818) 471-4091. Rinder personally responds to any questions related to special education. There is also a GUSD hotline for technical questions for all students at (818) 478-2664.

  Mary Okeefe