Harford County Public Schools violated federal and state law in the case of a special needs student who was allegedly abused at the John Archer School last October, according to the results of an investigation by the Maryland State Department of Education.
The state investigation found violations including the improper use of a “stabilizing” device, but did not find an illegal use of mechanical restraints as had been alleged by both the student’s mother and the Maryland Disability Law Center.
Janice Wright recently released the findings of the investigation that she requested in April regarding her 14-year-old son Matthew, who is non-verbal. Wright said she now hopes to warn parents of other non-verbal students about abuse occurring in schools, calling it a “national problem.”
Wright’s complaint stemmed from an incident she witnessed on October 14, 2011 at Matthew’s public school, the John Archer School for special needs students located in Bel Air.
On that day, Wright said she found her son Matthew strapped into a device called a “Tumble Forms Grasshopper”. The manufacturer describes the device as a “mobile positioning system” consisting of padded shapes and forms used to assist special needs students who need physical support. Wright found Matthew, who is able to walk on his own, strapped into the device lying on his stomach with his arms behind his back and his upper body elevated by a padded wedge.
While devices like the Tumble Forms Grasshopper are designed to support students with special needs, their misuse can lead to distressing situations, as evidenced by Matthew’s case. This incident underscores the importance of proper training for educators and caregivers on the implementation of such tools to ensure the well-being and dignity of students like Matthew.
Organizations like https://clevy.com, specializing in assistive technology, offer innovative solutions tailored to the unique needs of individuals with disabilities, including mechanical keyboards designed to facilitate communication and learning. With their user-friendly interface and customizable features, products from Clevy empower students like Matthew to engage with the curriculum and express themselves effectively, promoting inclusivity and independence in educational settings.
Wright never authorized the use of the Tumble Forms Grasshopper, which she said posed a potential danger to her son given his history of seizures and orthopedic issues. Because he is non-verbal and was strapped down in a prone position, Wright also feared that Matthew’s ability to communicate distress was compromised. Wright later learned from Matthew’s doctor that her son had suffered a torn tendon, which she believes was the result of the device being used on more than one occasion. Before the incident, Wright also noticed an unexplained bruise that she now believes came from the straps on the device.
The school was using the device to transport Matthew from the bus to the school when he refused to walk on his own by dropping to the ground. Wright had met with school staff about the problem but says she was told that a special tricycle and a wheelchair were being tried to transport her son, who was non-violent and weighed 75 pounds.
Upon discovering Matthew in the device, Wright withdrew him from the school and contacted the Harford County Sheriff’s Office. A police investigation in late October found that there was no intent on the part of John Archer staff to harm Matthew and that based on the evidence no crime was committed. However, the report concluded:
“It is the opinion of this investigator that the position Mathew was placed in, with his arms strapped at his side and torso elevated, [p]ut him in a position placing him in danger of ‘positional asphyxia’. This danger is compounded by the fact that Mathew is non verbal…
Based on the facts of this case it would appear that this incident is a result of poor training in the use of the Tumble Form Grasshopper, and it appears that, since the device is described as a therapeutic device, that it was not intended to be used as a transport device.”
After Superintendent Robert Tomback ignored requests for a personal meeting, Wright and several other parents went to a school board meeting in March, voicing their concerns about Matthew and incidents involving other students at the school. Shortly thereafter, John Archer Principal Deborea Montgomery was replaced and moved to a central office position. At the time, Teri Kranefeld, manager of communications for HCPS, declined to provide an explanation for the move.
In April, Wright filed her official complaint with the Maryland State Department of Education.
In all, the state found violations in two of four allegations; one regarding the improper use of the Tumble Forms Grasshopper and another regarding behavioral supports that Matthew Wright was entitled to receive. No violations were found regarding two other allegations.
Findings
Key to the overall findings was the determination by MSDE that John Archer staff used the Tumble Forms Grasshopper as a “stabilizing device” under Maryland regulations, and not as a “mechanical restraint” as Wright alleged. The use of mechanical restraints requires additional safeguards and parental permission each time restraints are used.
However, MSDE found that the Tumble Forms Grasshopper was used improperly on Matthew because the physical therapist who authorized the device did not have sufficient knowledge about its use. The state also found that there was no documentation that the therapist determined safe positioning in the device for Matthew or that the device was used according to the manufacturer’s guidelines.
The second violation found by MSDE involved Wright’s allegation that school staff did not follow Matthew’s Individualized Educational Plan (IEP). The plan required that he receive certain behavioral supports to ease his transition from the bus to school.
Teri Kranefeld, manager of communications for HCPS said later that transition supports were provided, but were not documented. That is contradicted, however, in an August 16th letter from Marcella E. Franczkowski, assistant state superintendent for special education, who wrote in a follow-up report that MSDE found Matthew “was not provided with any of the supports that he was required to receive when transitioning from the bus to school and between classes throughout the school day.” (Emphasis in the original)
MSDE found no violations in two other allegations made by Wright. Wright had alleged that HCPS did not ensure Matthew’s IEP addressed his behavioral needs, and that HCPS did not follow proper procedures when providing Home and Hospital Teaching to Matthew following the incident.
Corrective Action, Reconsideration and Response
As corrective action for the two violations, MSDE required HCPS to determine compensatory services to address the lack of behavioral supports provided to Matthew. MSDE also asked HCPS to determine whether the violation involving the use of the Tumble Forms Grasshopper was unique to this case or a pattern of non-compliance, and if a pattern, to ensure proper use of the device with other students.
Dissatisfied with the results issued by MSDE in early June, Wright requested MSDE reconsider the case and enlisted help from the Maryland Disability Law Center (MDLC). According to the organization’s Web site, MDLC is a non-profit legal services organization and the state-designated agency mandated to advocate for the civil rights of individuals with disabilities.
In a June 22nd letter to MSDE, Alyssa R. Fieo, director of legal advocacy for MDLC, concurred with Wright that the Tumble Forms Grasshopper was illegally used as a mechanical restraint in Matthew’s case and that MSDE “erred” in its findings. Citing federal and state law, Fieo wrote that the decision to use the device was also improperly made without Wright’s consent and outside of the IEP process. The letter concludes: “MDLC therefore requests that MSDE reconsider its conclusions and find that HCPS violated the IDEA [Individuals with Disabilities Act] and COMAR [Code of Maryland Regulations] by using a mechanical restraint and by violating the IEP process.”
MSDE provided a response dated August 16, 2012 affirming its earlier findings.
Teri Kranefeld, manager of communications for HCPS said last week that the violation regarding the Tumble Forms Grasshopper was an isolated case and not a pattern. She said that staff received “technical assistance” in response to the MSDE findings and the device is still available for use at John Archer.
Regarding the overall findings by MSDE, Kranefeld said she could not comment directly on the Wright’s case or a specific IEP due to confidentiality laws. However, she said that the Maryland Department of Special Education “continues to monitor all areas of services for students with disabilities throughout the county.”
Aftermath
Following the incident last year, Matthew was placed in a non-public school outside of Harford County and his mother Janice says that she is unable to pay an attorney to take her case further. “There’s nothing left for me to do,” she said, “There is no justice for Matthew.”
While acknowledging that there are good teachers at John Archer, Wright now wants to warn parents to look for signs of abuse in non-verbal children, including changes in behavior. Wright encourages parents to take photos of unexplained marks and to take their child to the doctor for a professional opinion when such marks are found. At school, Wright advises parents to visit unannounced and to be specific about the positive rewards that are to be included in their child’s IEP. She also links to a federal report detailing problems created by the use of restraints in school.
In a September 19th email releasing the results of the state investigation, Wright concluded: “ My hope is to help other parents avoid the heart break and frustration that we have faced this past year. We are still trying to cope with Matthew’s mistrust of people and lasting effects this abuse had on him.”
Below are the documents related to Matthew’s case, publicly released by Janice Wright:
Letter from Maryland Disability Law Center
Reconsideration
Where is the rest of the letter?
A redacted version of the complete MDSE Findings can be found here:
http://marylandpublicschools.org/NR/rdonlyres/78F4C8AB-FE2E-487E-803C-DC7EB668FDE2/33411/12076HARCPS.pdf
I don’t know why the additional pages are not displaying in the windows in the story above – we are working to fix the problem for both the MSDE Findings and the Reconsideration.
Cindy, Help me understand. Her main complaint was that the device was used incorrectly and not in accordance with his IEP. MSDE agreed with that and told HCPS to take steps to address that.
Her two not supportted complaints are that they did not offer Home Hospital even though they did and did not have to and that they did not have an appropriate IEP even though they did.
Why is this still a story?
It’s still a story because of the open forum nature of this website. There is nothing from stopping this parent from continuing to insist that she is right and they are wrong despite the investigation finding otherwise. She doesn’t just believe she is right, she knows she is right and no one, least of all the school system that wronged her, will ever convince her otherwise. It’s all a conspiracy anyway. Everyone in the school system is out to get her son, or to cover up for those who did. No one at that school is to be trusted ever, under any circumstances for any reason.
Do I sound condescending enough? Good, that’s what I was going for.
Ma’am, I understand your frustration. My son has been in non-public placements for five years, and I’ve had my share of battles with school personnel over his ten years in the school system. However, your continued railing against these perceived injustices does you no favors and wins you no further support. These are by and large good people and effective educators doing an incredibly difficult job for which they get little respect from the top levels of the school system and the community at large. Occasionally mistakes happen, and rarely (if ever) is there any intent.
The bottom line for most of us that have followed this story is that the more you continue to complain after investigations have taken place and decisions rendered, the less we are inclined to be sympathetic towards your cause. I don’t claim to know what it’s like to be in your position. However, I’m already close to the point where I no longer care about what your son went through, and you are pushing others to that point as well. It’s time to move on.
But Cindy wrote this not a parent submission.
True, CDev, but the parent is still making noise. She has posted in response to this article, and if I am correct part of the impetus for this article was the parent’s continued squeeky wheelness. If I am wrong, I still feel justified in saying what I said to the parent in question.
I see your point. I just do not know what she wants. She went to MSDE and got what MSDE does.
Any luck getting the reconsideration letter in it’s entirety?
Cdev,
I know this is late, but you made a comment. “She went to MSDE and got what MSDE does.” Forgive my ignorance, but what does that mean? It’s been bothering me since I read it.
MSDE is not a court. It does not hold people criminally responsible. It investigates the complaint and aims to address the problem. It sounds to me as if she wants a head on a plater not to actually solve the problem, If that is the case she went to the wrong place.
Determining and providing proper placement for our students is at times very difficult. Parents need to be involved advocates attending all meetings and visiting their child’s class unannounced. Parents also need to be realistic in their expectations. We all expect our children to be safe at school. During the IEP process all aspects of a child’s school day should be addressed including transportation and getting to and from the bus. Transitions for some students can be difficult. Parents need to be informed beforehand how this is to be done.
HCPS does a great job educating all of our students. Special Education teachers and staff have extremely difficult jobs implementing individual education plans for each student. They are special people dedicated to their students.
The current school administration chose to put in place a principal who shouldn’t even be in charge of cows much less kids with the needs those at JA have. She is gone now thank goodness and I am sure with whom remains things will improve. I do find it interesting though how all related agencies and employees close ranks when the stuff hits the fan!
Yes, that principal is out of the classroom but she was rewarded by having a promotion. Now she works at Central Office!! Harford County has a way of promoting the incompetent!
In the public school system, when a staff person is removed from a school and given a position in the central office, it’s a public castigation. Other than a superintendent or assistant superintendent position, no one from the school level wants to go to central office. It is a public embarrassment that may not be realized by community members, but it’s very well known to school employees.
Oh, gracious me! Oh, my! They get to keep their job and their retirement and their benefits and also get moved to the central office where nothing is expected from them and they can do nothing. Heaven forbid! Could I please get a job in the school system so I can screw up and advance to the central office? I promise I will really screw up and do it sooner rather than later. I’m a hard worker and a fast learned. I just need a chance. Surely there is a job in the central office for me.
So let me just summarize. In the school system – which is obviously much different than the real world – if I screw up I get promoted to the central office? And if I screw up there do I get to be an assistant superintendent? And if I continue to screw up do I get to be the superintendent of a nearby school system?
This result is raising some eyebrows. Two recent cases where the actions of the superintendent are not supported by outside reviews. This case and the other involving the elementary school teacher accused of biting a student.
And what has happened as a result? Nada. Good job, BOE. Not. No, wait, the principal did get promoted. Can someone tell me how that makes any sense?
It’s no wonder Matthew would drop to the ground when it was time to go from the bus to inside the school. With him being nonverbal, it was the only way he could express that he did not want to go inside of a building that he was being abused in! God bless Matthew and his family.
Parents should understand the ramifications of MSDE’s findings and realize this is not only applicable to students @ John Archer school but to EVERY STUDENT that receives special education across Maryland. MSDE states in their letter of findings that any device/equipment may be used on a student without a parent’s knowledge or consent as long as it’s prescribed by a person who falls under their definition of a certified health Professional. Even if that person does not know how to use the device.
Do I believe HCPS has covered up the fact that this “transport” was done to address Matthew’s behaviors? Absolutely! The fact that both the behavior specialist and school psychologist were in the meeting and told the police officer that “staff met to have a behavior clinic” to address Matthew “dropping” and that “the use of a wheelchair was disscussed but there was concerns he would become dependent on it” clearly show this was done as a result of his behavior. I just want to make sure all parents across Maryland are aware that decisions about your special needs children can be made without your knowledge or consent that could seriously injure or even kill them.
Janice, you need to move on! Not all JAS parents feel the same as you. We are sorry for your misunderstanding, but we are tired of hearing about it. We are happy with our children’s education
and the staff are great with them. Please stop.
Attention RED PUMP ELEMENTARY Parents…did you know there is a new program in your school that has allowed children with behaviour issues in your school? The issues are so bad that the teachers often place the children in “lock-down” while the kids threaten the staff with words, objects, etc. These kids are allowed to PLAY and EAT with your kids while cursing out the teachers and the teachers can do NOTHING about it!! They are bused in from other towns to attend Red Pump Elementary…my question is….why are these kids not attending John Archer School? Call the school principle and ask about this “Hushed Up” program that just started this year. This beloved NEW Elementary school has turned into a jungle!!
If you are describing the program I think you are, this program is happening in several county schools- elementary through high. Just an FYI.
Thats even MORE disturbing…expecially since the other day the police were called because one of the kids from the program ran out of the building and jumped on top of one of the out-buildings yelling and screaming. I also heard of another kid in the program telling another kid to “just bring in a gun and shoot all the teachers”…nothing was done about this. I don’t know why this is such a HUSH HUSH program?! – Parents NEED to ask questions and demand to know what is going on behind closed doors. Some of the teachers just took a course on how to restrain these kids….really? is THAT what we want our teachers to worry about???
They most certainly did have to take a course on proper non-injurous methods of restraining out of control children. Ask the staff member with the bruises about the experience of implementing the restraining methods.
It will be interesting to see how this plays out with the parents.
Remember, these teachers are supposed to be educating the kids, now that is becoming a side note to all of the other things they have to worry about: disarming students, restraining students, amongst many other duties.
Do you expect your kid’s teacher to take a bullet for your kid? Would you for someone else’s kid?
Remember that the next time the issue of teacher compensation comes up for debate.
Of all the criticisms leveled at teachers I’ve been front and center; mostly disgusted by unions. In this case the idea that a teacher is expected to ensure all kids are taught to a standard and tested to make sure that happens but hamstrung by loading children into the same classrooms who are prone to fits and tantrums and other personality disorders is preposterous. As sad as it might be 29 kids shouldn’t be held back so a teacher can spend half the day trying to keep the 30th from destroying the classroom.
So Red Pump got a CSP program. Others have had this for a while!
I am not sure if this will even be read because this thread was started back in October, but I need to get this out even if it’s just to vent and nobody views it.
The amount of ignorance on this website is so sad to me. To me, it doesn’t take much for a person to SIMPLY ASK QUESTIONS about the unknown before jumping to conclusions that they obviously know nothing about. In response to the initial post about the “Hushed Up” program at Red Pump:
*This is a regional behavior program that has been in HCPS for decades that serves students with moderate to severe behavioral disabilities. These students do not qualify to attend John Archer School, because as mentioned, Archer is a school for students with severe and profound cognitive disabilites (not behavioral).
*It is insulting to these students and teachers to assume that these students are out of control and the isses are “so bad”. The students were unsuccessful in a regular classroom so they are placed in a special classroom so that they can learn the skills needed to understand how to safely handle their behavior. They are offered many supports that simply cannot be offered in a regular classroom. They are not permitted to enter back into the “mainstream” unless they are being successful in their special education classroom, and even when they are entered back in, it is usually a slow transition and with multiple supports, including highly trained staff that go with them. Many of these students are successful in this wonderful program, because of the supports in place and the brilliant, amazing staff that work with them day in and day out. If ever there are students that are so out of control that even the staff in this program can’t handle them, these students are usually sent to a more restrictive placement.
*There is no “lock down”. What you are referring to is called “seclusion” and is a legally approved method of crisis intervention when a student is displaying PHYSICALLY unsafe behavior towards themselves or others. The room is only used by trained staff, and it helps the students to safely de-esacalate AWAY from other students.
I could go on all night, but the points I made should help the community understand a little more about this “hushed up” program. Please take a minute to ask questions before you hysterically assume that all hell is breaking lose. This program is run by professionals. I am not saying everything you see or may not see, is always perfect, or even that there hasn’t been mistakes made, like in any profession or business. The point is, these ignorant posts assume that the program is bad for students and for schools, when actually, if you asked questions, opened your mind, and learned more, you would MAYBE see that the program helps the most challenging, emotionally distrubed children, have a chance at having success in schools again. And their success is not harming any other students. Again, the program is run by professionals! Not all teachers work 9-3 and do a crappy job. These trained professionals know what they are doing, and it is insulting to assume that they don’t, and even worse, that the students shouldn’t be in public schools. But, when you assume…
If that’s true and I’m assuming it is…the question needs to be asked is the idea of “mainstreaming” physically and emotionally damaged kids more important than actually educating the kids that are ready and able to learn? I can understand why parents of special needs kids expect an education for thier children too but should it be at the expense of progress for other children? As a taxpayer I say no; we pool our money into education whether we have children or not because an educated population in theory benefits everyone. I’m not getting much by way of return on my investment when it becomes less about education and more about behavior modification.
This is an issue that requires examination and complaint by parents. Leadership rarely listens to the teachers concerns. Special Education students are a “protected class.” This means that they are afforded many rights that are not afforded all because their behaviors are deemed manifestations of the disabling condition. The question really becomes what is truly the least restricted environment for special education students. If a student’s disability involves violent outbursts to staff and this has been recorded since pre-k, is it really the least restricted environment to continue to mainstream him in middle school? What is the risk? The cost on the other students? My guess is that HCPS most likely continues to mainstream regardless because of a lack of resources (and frankly, brains in leadership).
I think it much more likely that mainstreaming continues at the insistence of parents.
Hey all you ignorant people out there. John Archer is not a place to put children who are physically and emotionally damaged or abused. It is a school for children who are severely cognitively and physically delayed. Get a clue.
Tell me the difference between physically damaged and cognitively delayed? Is that the difference same between a stinky pile or poo and a fetory Assemblage of excreta?
If you don’t know the difference, look it up. Seems like you needed to be put in an institution or a padded room.
I’m glad you saved me the time and described exactly what you are.
That’s mature. It’s a legitimate concern for parents of “normal” kids. To dismiss the obvious issue here is to be incredibly selfish. I assume you have a special needs kid. That might not be your fault; nobody’s fault – but a kid that can’t keep up doesn’t belong in a classroom with others that can. If there’s a place up ahead we want all kids to get to as quickly as possible…making all the kids carry a really slow child means it just takes that much longer – that’s so obvious. Only a very, very selfish person wants everyone held back to accomodate thier child.
That is so funny you bring up maturity while describing various types of feces
Guess what? If there wasn’t a John Archer ALL those kids you have a problem with would in be in schools with your regular kids. Then what would you do?
Most parents with special needs children also have “normal” children too. Wow, what a concept! I guess we should have never reproduced again according to money tree.
That’s a completely absurd statement void of conclusion based upon anything found in this thread; written by me or anyone else. Since when is a concern over placement of special needs kids in an arena that’s bound to fail everyone a wish that you never reproduce?
Hi Debbie,
This is taken straight from JA’s website….
“The mission of John Archer School is to provide students with quality educational services, to establish high expectations for all students, enable students to develop positive self-esteem and achieve their maximum levels of independence.
Goals
The student will learn through instruction which is based on their individual needs
The students will develop effective communication skills
The students will develop appropriate behavior
The students will develop appropriate personal management skills
The students will develop independence through decision making
The students will demonstrate acquired skills in the community
The students will demonstrate acquired skills through recreation and leisure activities
The students will demonstrate acquired skills through career vocational opportunities”
I think the bottom line is the teachers there are much more equiped to handle these children instead of placing them in an environment with other children that creates a distruptive atmosphere for everyone…plus you have teachers that feel like their hands are tied!!
Why not place them in John Archers ” Future Links Program “???
It’s a school for special needs students, not for behavior issues with normal intelligence. Look up whatever you want, the school is misunderstood.
Seems the conversation is confused — some talking about JAS and some referring to the CSP programs being run in several schools. Two totally different things.
Wow, the ignorance here really is overwhelming. From “Money Tree’s” inability to distinguish between PHYSICAL and COGNITIVE disabilies and “Concerned’s” disregard for the students at John Archer, I don’t even know where to begin. And the triple question marks re: Future Link just emphasize how little “Concerned” really knows. I guess I’ll start there.
This is not an official HCPS definition or description, but it should give you an idea of what Future Link is about. Future Link is a program that transitions 18-21 year-old students, mostly those who have “graduated” (on a certificate track) from HCPS high schools, from school to the workplace. These are students that Harford County citizens are likely to see doing jobs in the community. The level of support (job coaching, etc.) given to a student is individualized based on that student’s needs. Some students work in a group setting, and some are able to learn to be more independent. Prior to the development of this program, students might “graduate” with their same-age peers, only to return to the same school again in the fall to continue with the educational services that are guaranteed for Special Education students through age 21.
Money Tree–I’m not even going to bother providing definitions for you. Just look up those two words, and think about the difference for a minute before you start typing again and make yourself look like an even bigger idiot. It is not the same pile of “$#*%.”
At John Archer School, most students have some type of cognitive disability. Many students also have physical impairments. Some have behavioral concerns, but these occur in conjunction with COGNITIVE and/or PHYSICAL disabilities. To Concerned & Money Tree: tossing in students with emotional/behavioral disabilities would not serve either population well.
As a parent of typically developing children, I do not believe that they should have try to learn in an environment where they are at risk of harm from another child. Out-of-control students should not be fully mainstreamed. I agree that Harford County does a poor job of providing appropriate programs for Special Ed students, but John Archer and Future Link should not become a dumping ground for “undesireables.” I don’t have a solution, but I’d bet that if these ED kids we’re discussing got approved for non-public placement tomorrow that you would be screaming about the cost.
My comments were about mainstreaming and the very real effects on a classroom and had nothing to do with money for J Archer School – whether it’s justified or not. I understand the very personal cause taken up by parents of special needs kids – but at the same time to be so driven to insist your children have some sort of right to attention that necessarily compromises the learning time given to other kids is selfish – that’s far more ignorant than anything I might say.
All students have the RIGHT to a Free and Appropriate Public Education. This is found in the MD Constitution and is a garuntee!
It isn’t free unless everyone associated with public schools is volunteering their time and all goods and materials are donated by people that aren’t paid to produce them. The taxpayers have a right to expect an efficient, safe and effective education be provided with the $12,000 per student it costs per year in our free system.
Some people will never get it and never will, and to try and get into an intelligent debate with a jackwagon on this thread is pointless. Deb, keep fighting and know that there are many people out there who know exactly what you are saying.
Just as there are plenty that understand exactly what others are saying. We’re living in a real world, competing in a real world economy where it’s absolutely essential that the most gifted and talented succeed – we’ve already fallen behind in math and science to a degree that it compromises all our futures. Education is for everyone; but not at the expense of the many to ensure the success of a few that have difficulty. Nobody wants to hurt disabled children by denying them access…sensitivity to the real effects on the classroom should however take precedence over any “feel good” inpulse.
CDEV – you stated “All students have the RIGHT to a Free and Appropriate Public Education. This is found in the MD Constitution and is a garuntee!”
What is appropriate about special needs students, many of whom have bahavior issues, being ‘mainstreamed’ into classrooms with ‘normal’ students? Who benefits from this? Does the special needs kid benefit by being thrust into a classroom of 20 other kids, therefore not getting the individual attention and teaching that he needs? Do the other 20 students benefit in a classroom that has to retard the education process becuase the teacher feels compelled to do her best to assist the special needs student, even though she isn’t trained to do so? Does the teacher benefit from the added stress that she isn’t trained or prepared for?
Please tell me, who benefits? What is ‘appropriate’ about mainstreaming students who simply should not be mainstreamed?
Jeff
Hey CDEV and JtowneJeff,
The Maryland Constitution does NOT state all students have a right to a free and appropriate public education. Article VII of the Maryland Constitution states, in part, “The General Assembly, at its First Session after the adoption of this Constitution, shall by Law establish throughout the State a thorough and efficient System of Free Public Schools; and shall provide by taxation, or otherwise, for their maintenance.”
However, the federal government does require a Free and Appropriate Public Education, or FAPE. This right was created in the Rehabilitation Act of 1973 and through the Individuals with Disabilities in Education Act, or IDEA.
Anyways, have a nice day.
As for placing the students in classrooms with “normal” students, that is dictated by the federal government as well through a process known as Least Restrictive Environment, or LRE, through IDEA.
LRE basically means students with disabilities are to be placed in classrooms with non-disabled students whenever possible.
Paul,
Don’t confuse them with the facts.
Alex that does not change the fact that all Maryland students are garunteed a free education!
PAUL MC –
My apologies for quoting CDEV without verifying his sources. You say that language is found in Federal legislation? I would argue that that is simply one more reason to keep the Federal government out of local education matters.
Least Restricive Environment, huh? Least restrictive for whom? certainly not for the ‘normal’ students whose education is slowed by having learning challenged individuals in the same class, regardless of behavior issues.
and to Alex, i am not one to be confused by facts. I use them to advantage on a regular basis, actually. again, my apologies for quoting someone without verifying their source.
Jeff
Money Tree, what are you talking about? This has post has nothing to do with mainstreaming. If JAS closed today, the very people you are so horrified by will invade your schools and maybe make contact with your genius seed. You better hope they never shut down the school. The parents that send their kids to JAS don’t want their children in regular schools, so please stop your worrying.
Please see half way down through the thread – originally commented on the concerns of a parent in which a disruptive child was “mainstreamed” to Red Pump and apparently was causing some issues. I also never said that J Archer shouldn’t have additional funding. The rest of the knee jerk nastiness I’ll attribute to people personally affected by having special needs children – you all really need to chill because you’ve lost any ability to be fair and thoughtful over this issue.
Money tree, I guess you need to wake up and smell the poo
Another issue with all the “mainstreaming” at the schools is the nurses and medical personnel do not have resources to deal with it. When a child is in an elementary school and has seizures on a regular basis and is also disruptive (yelling and screaming and making noise in the classroom and in assemblies etc) I guess the parents of that child are more important than everyone else. School nurse at my kids elementary school finally quit because of the overwhelming responsbility thrust upon her. My kids have been in classes with extremely disruptive kids and if they acted that way they would be in big trouble. This has nothing to do with what happened with the boy at John Archer but I think it is obvious there is a lot of frustration with the “inclusion” that has created many problems and if you dare to say anything you are deemed insensitive or mean.