School systems pass the buck, shortchange disabled students
I’m worried and disappointed about how our schools address the needs of students with diagnosed and undiagnosed learning and behavioral disabilities.
Recently, while working in the community of east Winter Garden, I saw at least six kids riding bicycles during school hours. When I asked why they weren’t in school, they said they had all been suspended. I asked if they knew other children who had been suspended. “Yes,” they all answered.
My question led me to a student being raised by his grandmother. He was out of school and instructed not to come back until his caregiver had a meeting to determine what action the school would take because of his behavior. I reviewed the child’s file, and as I peeled back the layers, I was shocked by what I saw.
On the surface, he has been tested to identify disabilities; however, the last testing was done at 8 years old. He is now 13, and behaviors are escalating. The school did not identify the need to have him evaluated again. The school system stated that it was the parent’s job to notify it that she wanted testing. I pointed out that assumes the parent’s capacity and ability to selfadvocate and be able to articulate a child’s needs. We cannot assume either is true.
Furthermore, it is quite possible that the child spends more time with his teachers than with parents, especially if they work two jobs to make ends meet; we know that is reality for many families.
As I dug further, asked more questions and requested data, I discovered something even more troubling: This 14-year-old had the reading level of a first-grader. Who in the world has allowed this child to get this far and not be able to read? When asked, the school system’s response was that he is in a reading class; when other instruction is given at grade level, and he can’t read, much less comprehend, it is a recipe for disaster.
Why are these students, in a small geographic area with significant disparities, being suspended and subject to disciplinary action at such high rates? Many of the kids have had no interventions, no evaluations, nothing but disciplinary measures, when there could be significant learning disabilities, gaps in academic achievement and unaddressed behavioral issues. We are setting these children up for absolute failure as adults.
When parents do attend meetings, the meet-ups can be intimidating, and in many cases, the parent is blamed. It is essential that parents go to a meeting with someone who can be objective and make their case. However, due to reduced social capital, that simply cannot happen for some parents.
Organizationally, the culture of public schools must change. Do not assume the capacity of a parent to advocate or have the language to get the help that some children need. That is passing the buck at its finest. Schools have the knowledge and the tools to get these children evaluated and services when the need is apparent.
So why aren’t they doing it?