In a letter to CSDE Commissioner Charlene Russel-Tuckerthat was forwarded to reporters this week, John Flandersthe president of Special Education Equity for Kids of Connecticutsaid new state guidance that encourages districts to restrict and or eliminate cell phones gives “short shrift” to students with disabilities and does not go far enough to address situations where students may require exemptions.
The guidance, which has been available online since its adoption by the State Board of Educationon Aug. 21 , explicitly states that school leaders are responsible for creating “a process for exceptions to the Personal Technology Use in Schools policy based on a student’s specific needs and as appropriate according to each student’s individualized education program, Section 504 accommodations, individualized health care plan, or learning plan.”
When asked about this provision in a phone call with the Courant, Flanders said he had “not seen the guidelines.” After reviewing an online copy, Flanders said the language “goes a long way towards (addressing) what we’re concerned about.”
“I would describe them (CSDE) as having gone a long way to address the problem,” Flanders said. However, he added, “The devil is in the details, and we want to hopefully make sure that those details work properly.”
The State Board of Education unanimously adopted the new guidance last month after Gov. Lamont directed CSDE to draft a model policy addressing cell phone use in schools.
In 2024 calls for phone-free classrooms intensified as districts across the state began investing in phone-locking technology and holder systems to bar students from using cellphones and accessory devices during the school day.
The new state guidelines encourage districts to implement policies that facilitate the removal of cell phones from elementary and middle school classrooms and “restrictive” phone policies for high schoolers.
In his initial letter to the commissioner, Flanders said SEEK was concerned that the broad language in the guidance could negatively impact students with disabilities who access assistive technology through their phones.
“As parents and advocates for parents, we at SEEK are well aware of the disruption to the educational enterprise that smart phones can present. We are in favor of limitations on in-school use of cell phones. At the same time, we are keenly aware of how such a broad, general policy can diminish the rights and interfere with the education of students with disabilities,” Flanders said.
Other subsections in the state guidance note that local boards of education and superintendents should consult legal counsel when drafting technology policies “to ensure compliance with applicable federal and state laws and alignment with best practices” including “access for students with disabilities or medical needs as outlined in individualized education programs and Section 504 accommodations.”
In the letter, Flanders emphasized that exemptions should not be predicated on an IEP. He explained that some students, such as students with diabetes who use glucose monitoring apps on their phones, still “require access to technology” even if they “do not qualify for special education.”
“Federal law ensures students with disabilities the right to use assistive technology, and numerous initiatives have been undertaken to expand the use of such technology,” Flanders wrote. “Not all assistive technology utilized by students with disabilities is specifically documented in an IEP.”
“The burden should not be placed on parents of students with disabilities to advocate for an exception to a general in-class exclusion of cell phones,” Flanders added. “We are also concerned about the temptation to segregate a student who needs assistive technology from typical peers.”
In a phone call with the Courant, after reviewing the guidance, Flanders said SEEK still has concerns about how potential policies may be enforced.
“Some children may reach into their pocket and take (their phone) out, not having the same understanding of consequences as a typical child might,” Flanders said. “We want to make sure that those kids are not subject to discipline for things that are not intentional violations of the rules.”
“I think the two biggest concerns are the discipline — how we are going to enforce these rules and whether the enforcement is going to accurately reflect the needs of some students — and that the…considerations for kids with disabilities are properly thoughtful and properly accommodating to the individual needs of students,” Flanders added.
In response to Flanders’ original letter, CSDE spokesperson Matthew Cerrone said the department appreciated SEEK’s input.
“We appreciate the feedback on the State Board of Education Position Statement and Policy Guidance which specifically recommends that districts recognize the unique needs and accommodations of students with disabilities, health-care considerations, and learning plans when developing local policies,” Cerrone said.
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