What LAUSD students with disabilities need to know about the ban on cellphones in class

There are at least 63,000 students with disabilities in the Los Angeles Unified School District. For these students, the district's cellphone ban has implications beyond missing texts from friends or losing the option to scroll social media at lunch.

Families told LAist their child’s phones help them control medical devices, cope with anxiety and regulate their emotions.

While students with disabilities can be exempted from the Los Angeles Unified cellphone ban, that requires families to assert their rights.

Without an exemption, students can lose access to a valuable learning tool and the policy may also put students in the awkward position of sticking out from their phone-less peers.

When Faith returned to her sixth-grade class at Walter Reed Middle School in January, she learned students would soon have to lock their phones in pouches all day to comply with a new district-wide policy.

“I was concerned for students like me,” Faith said.

The North Hollywood student uses her phone to play Roblox, text her friends and to control a small electronic device that helps her hear. Faith’s cochlear implant sits over her left ear and translates sounds into electrical impulses that her brain interprets as sounds and speech.

We wanted to understand how students like Faith and their families are navigating the ban, which went into effect last month.

Pico-Robertson mom Ingrid Levy said she’s heard about the challenges cellphones pose at her daughter’s middle school, from bullying to students recording fights, but is also comforted by being able to reach her child, who experiences anxiety, in real time via her smartwatch.
“How do we find that balance?” Levy said. “It's tricky.”

Here's what we learned:

What rights do students with disabilities have?

The Individuals with Disabilities Education Act guarantees students with disabilities a “free appropriate public education.” Still, many families struggle to access services that would help their children learn, and Congress has never fully funded special education as intended when the law first passed in 1975.

“The goal of all of those laws really is to be sure that students with disabilities are not unfairly segregated, or removed from the classroom, or from the learning that their peers get on the basis of their disability,” said Denise Marshall, chief executive of the Council of Parent Attorneys and Advocates, a national nonprofit that advocates for the legal and civil rights of students with disabilities and their families.

Special education law protects students’ rights to use technology that helps them in the classroom. For example, Los Angeles Unified provides more than 3,000 students with devices, such as iPads that translate text to speech, through its assistive technology program.

Marshall is skeptical of cellphone bans. She said that they may be a barrier, because families have to assert a right and go through the process rather than it being automatic.

Marshall said families of students who want to ensure their child’s access to personal technology can call a meeting of their child’s IEP or 504 Plan team to discuss adding an accommodation that specifies how the device is used to benefit the student.

But she’s also worried that students may feel too uncomfortable being the only ones in their class with access to a phone to use the device to their benefit.

“It's just the overall dampening of an effective, promising technology,” Marshall said.

Faith and her dad, John Perron, outside Walter Reed Middle School in North Hollywood.

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Zaydee Sanchez

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LAist

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Marshall said while there is validity to the argument that students may use technology in inappropriate and distracting ways during the school day, many use their cellphones in a way “that enhances their learning,” for example, by taking photos of assignments or leaving themselves a voice note during the school day.

And she said a ban does little to prepare young people for the future.

“The goal is supposed to be to graduate students, all students, from school who have the tools and the skills they need to be successful in the workplace in community living and interacting with other people,” Marshall said. “Artificially limiting their access to the number one way that people communicate in our society these days, to us, makes no sense.”

Students navigate a new reality

As Los Angeles Unified developed the cellphone policy last year, Faith’s dad, John Perron, contacted his school board member.

“I wanted to make sure that the parents and the students' voices made it to the top,” Perron said. He’s the former chairman of a committee that advises the district on special education.

“Devices have their place,” Perron said. “And some people have more of a need.”

The resolution that expanded the district’s existing cellphone restrictions included several exceptions, including for students with IEPs or Section 504 Plans.

However, the existence of either document doesn’t grant a student automatic access to their phone. Perron shared a district flier with LAist that read “exceptions can be made if the student’s IEP or Section 504 plan outlines specific needs for the device to support the student’s unique needs related to their disability.”

An LAUSD spokesperson said in a statement that students and families should discuss their child’s needs with their teachers, IEP teams and coordinators. The district could not provide the number of students who have received an accommodation related to their personal devices.

Perron said his request that Faith continue to have access to her phone to control her cochlear implant and apps that translate audio to text were met with “zero resistance.”

Faith holds up her cellphone pouch (bottom) next to her brother's, which is locked for the duration of the school day.

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Zaydee Sanchez

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LAist

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The school issued Faith a pouch with a Velcro closure that allows her to access her phone if needed. Her peers’ pouches are sealed magnetically and can only be unlocked by a staff member.

The exception doesn’t go unnoticed by Faith’s friends.

“There's a joke where whenever I'm using my phone, they'll be like, ‘This is a rare sighting, a phone in the middle of the school day,’” she said, with a smile.

She recognizes that her exception has limits — “I can't just open YouTube.” Faith said she’s already had to contact her dad several times to bring her a new battery for her implant.

Other families are taking more of a “wait-and-see” approach.

Crissy is a freshman at Venice High School and has attention deficit hyperactivity disorder, or ADHD.

Her IEP allows for her to take a “breather” from class and listen to music if she needs to calm down, but she says she hasn’t done that since the school’s full-day cellphone ban started in February.

“If I asked for permission, I feel like I'd be OK with it,” Crissy said. “But if I didn't, I feel like I'd be scared to do it.”

At Venice, students are expected to store their phones in locked cases that remain in their sixth period classroom.

The Los Angeles Unified School District budgeted $7 million to purchase pouches and other storage devices, like the lockers seen here at Venice High School, to enforce the all-day cellphone restriction. In February, a district spokesperson said in a statement that about half of schools chose to rely on the “honor system" and purchase no additional equipment.

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Brian Feinzimer

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LAist

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“Immediately in my brain, I was like, ‘I'm not gonna put it in the locker,’” Crissy said. “Anything could really happen. So I don't really trust it enough to be in a locker.”

LAist visited Venice classrooms in February and interviewed several students and teachers. At the time, the majority of students opted not to turn over their phones.

Crissy’s mom, Cristal Perez, said she does not encourage phone use during class, but supports her daughter’s decision.

“She's allowed to turn it off and turn it back on after school,” Cristal said. “I think that should be fine. She should not have to hand it over.”

Crissy said since the ban was implemented, her weekday screen time is down to about an hour a day. On the weekends, she spends about 8 hours a day on her phone, often watching make-up tutorials on TikTok and teen romances, including the “To All the Boys” series, on Netflix.

“When I'm on my phone, it just feels like I'm in my own world,” Crissy said. “It's just like a little safe space for me and it's something that can keep me entertained and calm.”