The Potential Benefits of Assistive Technology on Special Education During the COVID-19 Pandemic

Jul29

By Taher Kameli and Chathan Vemuri   The switch to virtual learning in the midst of the COVID-19 pandemic has been a process of adjustment for most grade-school students. Yet the challenge has been particularly acute for students with special needs.[1] Given the particular demands of the disabilities involved, the difficulty of providing specialized instruction via virtual schooling and the challenging priorities of parents under the stress of the pandemic (particularly if they are of lower income), grade school students with special needs are left at a disadvantage as their specialized form of instruction may not be effectively conveyed via virtual learning

July 29, 2021
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Chicago’s New Plan to Partially Re-Open Schools for Special Needs Kids Amid Concerns Over Halting the Spread of COVID-19

Special Needs Kids Need A New Plan on Re-Open Schools
Oct19

Written by Taher Kameli & Chathan Vemuri The protective measures taken against potentially crowded facilities in the wake of the COVID-19 pandemic has left many special needs parents in the Chicago Public School system anxious as to when to partake of these interpersonal activities again.[1] While many parents recognize the importance of social distance learning at this time, parents of very young children or special needs children are particularly concerned that remote learning is not meeting the distinctive needs of their children and could fundamentally disrupt their education in the long term.

October 19, 2020
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Supreme Court Defines Standard of Education to Be Provided in Special Education IEP’s Under the IDEA of 1990

Special Education IEP’s Under the IDEA of 1990
Sep09

Written by Taher Kameli & Chathan Vemuri On March 22, 2017, the United States Supreme Court reached a decision on what advocate\s have described as “the most significant special-education issue to reach the high court in three decades.”[1] The Supreme Court finally set out the standard by which a free appropriate public education (FAPE) could be defined under the Individuals With Disabilities Education Act of 1990. In a landmark ruling, Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, the Supreme Court ruled that in order “[t]o meet its substantial obligation under the Individuals with Disabilities Education Act

September 9, 2020
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Supreme Court Rules Unanimous for Child’s Right to Use Service Dog as Part of Special Education Accommodations under IDEA and Section 504

Supreme Court Rules for Child’s Right to Use Service Dog
Sep04

Written by Taher Kameli & Chathan Vemuri On February 22, 2017, the Supreme Court in Fry v. Napoleon Community Schools ruled that a claim involving the right of a disabled child to rely on a service animal in her elementary school did not involve education specifically and therefore did not require exhaustion of administrative remedies under the Individuals With Disabilities Education Act of 1990 (IDEA) before filing a private lawsuit.[1]   This ruling was of special significance to those combatting discrimination in educational spaces outside of the confines of IDEA. Specifically, the Court made an important distinction between claims involving

September 4, 2020
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