The Impact of COVID-19 Restrictions on Disability Services at MHS

The Impact of COVID-19 Restrictions on Disability Services at MHS

Written by Chrysanthie Jumper
November 6th 2020

As schools reopen for in person learning, hard decisions have been made, as districts attempt to balance physical and mental health risks. Finding new and innovative ways to support students throughout this process has been key in reintegrating students back into school. However, students with disabilities face not only the universal challenges presented by COVID-19, but require support for issues unique to their physical and or social-emotional needs. Melrose High School’s staff has been working to support these needs with dedication and creativity.
A major shift in protocol has been the need for increased coordination and preplanning between students and faculty. The access room used to be a location where students could drop in at any time for support. Now, students are required to email, or ask a teacher to call down to access, before visiting during an unscheduled block. According to Ms. Chernisky, the special education coordinator at MHS, “In special ed, as well as in IEP and 504 plans, we were able to be more spontaneous, and in the moment. Now with everything we do, we need to step back and look through a safety lens first.” This change can be especially difficult for students who have difficulties with communication, and or struggle with advocating for themselves.
Students who are being evaluated to determine their eligibility for disability services, must do so in person in compliance with national standards. The testing process is lengthy, and must be retaken by students every three years. Evaluators at Melrose High have been outfitted with plexiglass shields and masks to prevent the spread of COVID-19. Outside of in-school resources, Melrose High School provides students with support to engage in extracurricular activities. This resource has been particularly difficult to carry on with, as restrictions regarding physical distance can become a safety risk.
Structure is important for all students, but can be even more integral to those with ADHD, OCD, and other mental health issues that can include heightened difficulty in an unstructured setting. The change from six classes per day to three, has had a major impact on students and staff. Ms. Wilson, a special education teacher, discussed the extra outreach required due to these schedule changes: “we are seeing our students less often than normal, so it takes a concerted effort to make sure we are following up.” Ms. Wilson also noted that she has been “pleasantly surprised with how well students are adjusting” and that students have actually reported “feeling less overwhelmed.”
So, what can allies do to help? It’s important we stay conscious of others, and their own difficulties. Our minds, bodies, and situations are all different; it’s important not to be judgemental of others coping mechanisms or capabilities. In the words of Ms. Chernisky “the biggest thing is that mindset shift to patience and flexibility. If everyone was just taking a couple of extra breaths and waiting a bit, it gives everyone extra time, including the student who might be having difficulty, to work through it. And if they can’t, it gives us a moment to set up a safe space for them to work through it.”