Nationwide, schools are cracking down on student smartphone and electronic device use. Disability rights groups want administrators to consider the civil rights of disabled children who rely on assistive technology to learn.
The Council of Parent Attorneys and Advocates, a nonprofit dedicated to protecting the legal rights of disabled students, stated earlier this month that the federal Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 grant students the right to use assistive technology, auxiliary aids, and other accommodations.
“It’s not uncommon for schools, parents and students to determine that a student with a disability needs full-time, part-time or specific allotted access to use a computer, tablet, cellphone, apps or other devices as part of their individualized education program or Section 504 plan” The Council of Parent Attorneys and Advocates, said in their statement.
This has raised concerns about schools banning electronics. “We’re very fearful that this will push us backwards … and have harmful effects on students,” said Denise Marshall, CEO of COPAA.
IDEA requirements also require IEP teams to assess whether every child may benefit from assistive technology. Text-to-speech, large font, digital recorders, calculators, and voice recognition software are examples of the benefits that assistive technology can bring to students. Some special education and technology professionals believe generative artificial intelligence has the potential to improve educational accessibility and personalized learning, but it also presents problems and concerns.
There were 7.5 million children served by IDEA in the 2022-23 school year. 1.6 million were served only by Section 504 in the 2020-21 school year, which was the most recent data available. The number of students using assistive technology during this time is unknown.
Earlier this year, the US Department of Education released a website for administrators, special educators, and parents aimed at dispelling myths regarding assistive technology, such as the false belief that school districts are not required to provide assistive technology if they cannot afford it.
According to Marshall, COPAA has long been concerned about students’ inconsistent access to assistive technology. Recent efforts to restrict cellphones and other electronics in classrooms exacerbates such worries, she said.
While some state and local cellphone and device rules clearly establish exceptions for disabled children who have the right to assistive technology, Marshall believes these exemptions present concerns. Marshall is particularly concerned about excessive disciplinary action against children who violate cellphone bans, even if their IEPs (Individualized Education Programs) allow for their use.
According to survey results published on September 6, 78% of surveyed parents want their children to have access to their cellphones during the school day in case of an emergency. 45% of parents approved of using cellphones throughout the school day to speak with their children about their mental health and other needs.
A KFF study released on September 5 highlighted the obstacles of cellphone bans, which include handling enforcement, granting exceptions, and guaranteeing equity. As of September 4, seven states—Florida, Indiana, Louisiana, Minnesota, Ohio, South Carolina, and Virginia—had established regulations that prohibited or restricted cellphone use in schools, according to KKF. States and districts that are limiting screen time in schools say cellphones have distracted students and inhibited their ability to interact with their peers.
Disabled and chronically ill students have long struggled to have access to assistive technology they need during the school day. Nearly 20 years ago, Cliffton Hassam experienced this very type of discrimination. In 2005, Hassam was a junior at East Ridge High School in Clermont, Florida. Richard Maline, a substitute teacher took away his insulin pump after mistaking it for a cellphone.
“The least he could have done is ask me,” Cliffton told The Orlando Sentinel at the time. “I’m just shocked. They should know my situation.” The catheter that delivers insulin was dislodged. Dislodgment could have caused potentially fatal irregularities with Hassam’s blood sugar levels.
Cliffton has Type 1 diabetes. He was diagnosed in 1995. Type 1 diabetes is a chronic autoimmune disease in which the pancreas’ beta cells are damaged, resulting in insulin insufficiency and hyperglycemia.
Type 1 diabetes is typically characterized by hyperglycemic symptoms, particularly in children. Polydipsia (excessive thirst), polyuria (excessive urination), polyphagia (excessive eating), nocturnal enuresis (bed wetting), blurred vision, accidental weight loss, fatigue, and weakness can all occur suddenly. If not diagnosed and treated promptly, it might turn into a medical emergency.
In addition to hyperglycemia, electrolyte problems may occur. Untreated individuals may develop diabetic ketoacidosis (DKA), requiring hospitalization, treatment with intravenous fluids, insulin, potassium, and close monitoring. Approximately one-third of children present with DKA according to The American Diabetes Association.
These days, some people use their smartphones to help them manage their diabetes. According to a 2019 study published in Frontiers in Endocrinology, more than half, 549 (52.2%), and one-third, (33.3%), of those with type 1 and type 2 diabetes, respectively, reported using diabetes apps for self-management. “MySugr” and continuous glucose monitoring applications like “Dexcom,” “Freestyle Libre,” and “Xdrip+” were among the most popular diabetic apps. In both respondent groups, the cumulative self-care behavior score was significantly higher among diabetes app users (compared to non-users), and scores for three individual self-care components, “blood glucose monitoring,” “general diet,” and “physical activity” were significantly higher among diabetes app users than among non-users.
While cellphones and other electronic devices can be a detriment to children’s learning, there are legitimate reasons why a child may need access to their cellphones or other electronic devices during school hours. Cellphone bans should not put someone’s health or safety at risk. Chronically ill and disabled children deserve access to the assistive technology they need.
Sources:
Arundel, Kara. “Student Cellphone Limits Raise Concerns over Disability Rights.” K12 Dive, Industry Dive, 19 Sept. 2024, http://www.k12dive.com/news/cellphone-bans-school-special-education-assistive-technology-AI/727416/.
Arundel, Kara. “Parents Push Back on School Cellphone Bans.” K12 Dive, Industry Dive, 12 Sept. 2024, http://www.k12dive.com/news/safety-concerns-school-cell-phone-bans-mental-health/726668/.
Chiang, Jane L., et al. ‘Type 1 Diabetes Through the Life Span: A Position Statement of the American Diabetes Association’. Diabetes Care, vol. 37, no. 7, June 2014, pp. 2034–2054, https://doi.org/10.2337/dc14-1140.
Cox, Erin, and Vicki Mcclure. “Teacher Yanks out Student’s Insulin Pump.” Orlando Sentinel, Orlando Sentinel Media Group, 6 Oct. 2005, http://www.orlandosentinel.com/2005/10/06/teacher-yanks-out-students-insulin-pump/?clearUserState=true.
Dabelea, Dana, et al. ‘Trends in the Prevalence of Ketoacidosis at Diabetes Diagnosis: The SEARCH for Diabetes in Youth Study’. Pediatrics, vol. 133, no. 4, Mar. 2014, pp. e938-45, https://doi.org/10.1542/peds.2013-2795.
Kebede, Mihiretu M., and Claudia R. Pischke. ‘Popular Diabetes Apps and the Impact of Diabetes App Use on Self-Care Behaviour: A Survey Among the Digital Community of Persons With Diabetes on Social Media’. Frontiers in Endocrinology, vol. 10, 2019, https://www.frontiersin.org/journals/endocrinology/articles/10.3389/fendo.2019.00135.