SEPTA conducted a survey for families of students with disabilities in APS regarding their experiences with the new systemwide cell phone rules. The survey gathered information about how students with disabilities are using personal devices in school, and about families’ experiences with communications and accommodations. We had 57 English responses, 2 Spanish. The survey was open from September 11-18, 2024.
The survey was open to families of students with disabilities in all APS schools and programs. The vast majority of the families who responded have students in secondary schools and programs: 8 students are in elementary school, 15 students are in middle school, 32 are in high school, and 1 is in a post-12th grade program. All 3 neighborhood high schools (Wakefield, W-L and Yorktown) are represented in the responses, in addition to HB Woodlawn and Arlington Tech. 5 (out of 6) middle schools are represented: Dorothy Hamm, Jefferson, Gunston, Swanson, and Williamsburg. 7 (out of 25) elementary schools are represented.
A majority of students (35) have an IEP, 17 have a 504, and 4 are in the student support process. A wide range of disabilities are represented including: ADHD, Anxiety, Depression, Dyslexia, Autism, and various medical conditions.
Key Take-Aways:
- Students with disabilities – especially older students – are using their personal devices at school in a number of constructive ways to self-manage various needs.
- More families responded that their children use their personal devices for disability-related needs at school than those who actually requested accommodations to date. This is due to a combination of factors: not wanting to request an accommodation due to the perception of stigma, high school students’ ability to use the phone between classes, finding alternatives such as apps on an i-pad for a middle schooler, being unsure of what to ask for or how to proceed, or taking a wait-and-see approach. If APS further restricts access by moving to an away-for-the-day ban on devices for high school or expands the pouch program to more schools, presumably more students will be impacted who will require accommodations, and APS should be ready to handle more requests.
- The multiple reports of denials, obstacles, and delays in accessing accommodations are concerning. Better guidance, training, and oversight of the building-level staff tasked with handling accommodations is needed.
- There are many opportunities for improvement in communications, including sending communications about accommodations directly to families of students with disabilities, and providing sufficient notice, details, and consistency in messaging.
- There are many opportunities for improvement in process, including allowing for and fully considering parent and student input before making further policy decisions.
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