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Parents and committee urge more intentional board visits to special‑education classrooms
Summary
Speakers at public forum and an EACC representative urged the board to include special‑education classrooms and therapy spaces on school visits and to improve staff training and implementation for 504 and IEP protections during transitions to higher grades.
Two public commenters and a representative of the Special Education Citizens Advisory Committee (EACC) urged the Charles County Board of Education on Aug. 12 to make special‑education programs a priority during school visits and to strengthen staff training and long‑term supports for students with disabilities.
Public forum comments: A parent described a breakdown in implementation for a child during the transition from middle to high school, saying that protections on paper — such as 504 accommodations and individualized education plan (IEP) supports — were not consistently applied in practice. The parent asked the district to respond to an email she had sent with details and called for clearer, family‑facing tools and navigation to help parents understand processes and rights.
EACC request: Patrice Kelly, speaking for the Special Education Citizens Advisory Committee, told the board the EACC estimates roughly 3,600 students receive special education services in the district and asked board members to visit special‑education classrooms, therapy rooms and resource spaces during their school tours. “When you walk into those rooms, you are telling every student and staff member you are seen, you are heard, you are valued, and you belong,” Kelly said.
Why it matters: Board members and staff agreed the board should see special‑education practice firsthand. Several board members said they would prioritize those classrooms during fall school visits and affirmed a need for district staff to provide clearer explanations of how schools implement plans and how parents can work with teachers and administrators when concerns arise.
Next steps: District teaching‑and‑learning leaders and the superintendent said they would follow up with parents who raised specific cases and asked EACC to propose details for how board visits could be structured to benefit students and staff.
Ending: Speakers emphasized listening to families’ real experiences and using board visits to identify where policy, training and practice diverge.
