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Is Your Special Education Child on the School to Prison Pipeline? 5 Things You Can Do About It!

I was recently contacted by a parent of an autistic child from out of state asking for advice. The mother is educated, knowledgeable in advocacy and a passionate fighter for her child! She is very concerned that her school district is setting her child up to fail (because of his behavior) so that he can be expelled. I have seen many special educators escalate a child’s behavior, call the police, and have the child arrested. That’s how the school-to-prison pipeline goes — and it can happen to your child, too.

According to a recent article, a Bureau of Justice Statistics survey reports that experts attribute the high percentage of individuals with disabilities in the nation’s bloated prison population — which has grown 700 percent since 1970 — in part to deep problems in the education of children with disabilities. . Here’s another shocking statistic: Nationally, at least 73 percent of emotionally disabled youth who drop out of school are arrested within five years, according to a federal study.

What is a parent to do?

1. Familiarize yourself with behavior in general and some of its causes: a. A child’s behavior may very well be related to his disability. b. All behavior is a form of communication. C. Children often have behavioral problems when they are frustrated. d. Keep in mind that there is a huge correlation between academic difficulty and behavioral difficulties. In other words, many children who have behavioral problems in school also have difficulties academically. E. Responding to a child’s behavior will either improve the behavior or make the behavior worse. This includes at school and at home! Untrained special education workers may escalate (worse) rather than de-escalate (improve) behavior. F. The earlier the behavior is addressed, the easier it will be to change the behavior.

2. Ask special educators to look for the ABCs of behavior and track the behavior for a week (recording their results). A stands for antecedent (what is happening in the classroom when the behavior occurs), B stands for behavior (specifically what the behavior is), and C stands for consequence (what happened because of the behavior – for example: your child yells and screams and avoids school work).

3. Promote best practices for managing negative behaviors (appropriately developed Functional Behavioral Assessment (FPA) used to develop positive behavioral supports / plans). Make sure the plan is “positive” because studies have shown that punishment only works in the short term to positively change behavior.

4. Educate yourself about federal and state special education laws regarding the discipline of children with disabilities. In my 25 years of advocacy, I have found that many school districts overreach the laws to discipline children, with few parents questioning their ability to do so.

5. Ask for a daily behavior sheet (to be filled out and brought home daily) so you can use positive reinforcement for good behavior at home. When educators fill out the sheet, they must write only positive comments. A daily behavior sheet can be used in a dispute with special educators (for example: _________ day they say your child did __________ and the sheet does not reflect this). The sheet can be drawn up by the teacher or the person in charge of FBA. Make sure all sheets are dated for future reference.

If your school district calls the police on your child and has them arrested, it is possible to get help from special education services judges. I have seen parents who are able to help their child get the services they need if the criminal justice system gets involved. If this happens to your child, proactively advocate for needed special education services. In the end, your child may receive a free appropriate public education, with the school district having to provide the services the child needs! Good luck!

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