Efforts to Compensate Lost Educational Services for Pittsburgh Students with Disabilities
During the pandemic, students with disabilities in Pittsburgh faced significant disruptions in accessing specialized services. As schools now try to recuperate lost learning time, some parents express concerns that their children may have aged out of the benefits of these new initiatives.
Inside the Ascend Climbing Gym in Pittsburgh’s South Side, Melissa assists her 11-year-old son as he descends from a boulder. While he conquers his fear of heights, Melissa reflects on her son’s progress. “That is the very first time he made it up. I am so impressed,” she remarks.
This climbing class is part of Pittsburgh Public Schools’ COVID Compensatory Services program, aiming to help students regain the support they lost during the pandemic. Melissa’s son, who has various learning disabilities, finds that rock climbing enhances his focus and enjoyment. He shares, “To have the focus on one thing, not two things, and get – have fun.”
In efforts to support students with disabilities nationwide, school districts are employing various strategies. For instance, Fairfax County Public Schools in Virginia offers free virtual tutoring, while families in Philadelphia can use private providers and bill the district for compensatory services.
Maria Paul, who coordinates Pittsburgh’s program, explains the rationale behind activities like rock climbing. “You know, in those moments, too, you’re working on following directions, listening to others, getting along with peers. Like, there’s so many other pieces of development that are captured in those moments,” she states.
District data reveals that Pittsburgh Public Schools students missed over 600,000 hours of special education support during the pandemic. So far, only a fraction of these hours has been recovered. “There’s so many kids, and, you know, kids are grown and gone or have moved on from then. So I don’t think we’ll ever be able to close out all of those hours,” notes Paul.
Rachel Schlosser, a parent, doubts the district can compensate for the services her son Henry missed. Now 17, Henry’s needs have evolved, leaving his family uncertain about suitable compensatory activities. Schlosser voices her frustration, “I think it’s asking one more thing of parents. We already did the heavy lifting during COVID, and our students lost a lot of instruction. To then ask us to be the ones to now try to figure out what programs would be appropriate is placing the burden in the wrong place.”
Back at the climbing gym, Melissa finds the district’s program beneficial rather than burdensome. Her son missed 144 hours of services during the pandemic but has since made significant academic strides. “And he liked school, and he wasn’t fighting the system,” Melissa observes, noting the positive impact on her son’s engagement and academic performance.
