 | |
![[PIN logo]](../art/logo-sm.gif){kind=logo} |
Philadelphia SharingJune 2001 Vol. 2 No. 2 Special Education in the School District of Philadelphia 2000 - 2001by Janet Lonsdale, Special Education Projects Coordinator, jlonsdale@mhasp.org, 215-751-1800, ext. 221 As advocates we assist families who are having difficulty obtaining appropriate educational programs for their children or adolescents who have emotional/behavioral problems. We are usually brought into the special education process when action or communication on the special education needs of a student has broken down. We know that there are dedicated teachers, committed administrators and successful special education programs in the School District of Philadelphia. Many staff and administrators have assisted us in our work with families of children and adolescents with emotional/behavioral problems. We thank them. We are contacted by parents when there are problems. PIN remains committed to working with the School District in the hope of resolving some of those issues. This year we have assisted families primarily in three major categories:
The Kellner settlement was the result of a lawsuit filed by the Education Law Center (ELC) on behalf of students with emotional disabilities who were receiving behavioral support from a Therapeutic Support Staff (TSS) during school hours. These students were told not to attend school if their TSS was absent. The Kellner settlement addresses the needs of children with emotional disabilities who have IEPs and who require 1:1 behavioral support (like that provided by a TSS worker) during school hours. The requirements of the settlement include:
The School District has contracted with Wordsworth Academy to hire and train 44 "therapeutic behavior classroom assistants" to provide 1:1 assistants for students whose IEP team determines they need 1:1 support, but who don't have a TSS for some reason. It has been our experience, during this school year, that the IEP team often maintains that the student does not need behavioral support during school hours. In the case of students whose behavior is seen as problematic, the IEP team often recommends a Remedial Disciplinary School. Schools are still telling families that the School District does not provide 1:1 behavioral support, and many principals and counselors are not aware of the process for obtaining such support. It appears that access to behavioral supports, needed by many students in order to benefit from a program of special education, is being eroded. The second area of concern this year has been inclusion. The concept of inclusion maintains that students with disabilities benefit more, both educationally and emotionally, when taught in a regular education class with appropriate supports and services. These appropriate supports and services could include a variety of accommodations such as:
We do not argue the pros and cons of inclusion. However, it is important to know that research which supports this concept did not include students with emotional/behavioral problems or specific learning disabilities. In any case the key words are appropriate supports and services. In the last few years we have worked with a number of families whose children or adolescents were placed in inclusion programs. The actual experience provided, in most cases, little or no support for these students beyond a visit by a special education teacher to the regular education class two or three times a week. In some cases the special education teacher would simply ask a student if they needed help. Many students in need of a special education program are unable to articulate their need or cannot admit to needs. Other examples of poorly implemented inclusion programs include:
Youngsters who are placed in inclusion programs without supports become aware of their educational and emotional deficits. They struggle and often fail. They are then returned to a self-contained class. This is not a healthy experience. The third area of concern this year was how objectives were stated on the IEP. The Individuals with Disabilities Education Act (IDEA), as it was reauthorized in 1997, requires that IEP goals be stated in measurable terms. For example, if Beatrice has word attack skills at the 2nd grade level, an appropriate goal would be: Beatrice will increase her word attack skills to the 3rd grade level. This goal can be measured. If the goal were simply stated, "Beatrice will increase her word attack skills," one could not measure her progress. She could simply progress a little and the goal would be achieved. Similarly, a behavioral goal may be, Ben will remain in his seat, on task for 2 hours and increase his in seat time by 1/2 hour every 2 months. This goal is easily measured. If the goal were stated, "Ben will remain in his seat longer," meaningful progress would be difficult to determine. Unfortunately we have seen too many IEPs which are written in such non-specific terms. We have consistently advocated for objectives and goals to be stated in clearly with measurable outcomes. We would like to see further staff development on the writing of IEPs. Expectations must be high for all students including those with disabilities. This article is not meant to horrify, but to alert parents to some barriers they may face in obtaining a special education program for their child. If families need more information or support they may call the PIN office and talk to our staff. We extend a special thank you to Jenny Lowman, Education Law Center, for her assistance with this article. - Editor. Philadelphia PIN ConferenceOn Saturday, October 27, 2001, Philadelphia Parents Involved Network will be presenting the Fourth Annual Advocacy and Information Conference at the Doubletree Hotel in Center City. For additional information contact: Candi Parente at 215-751-1800 ext. 238, e-mail: cparente@mhasp.org. Look for our brochure to be mailed in mid-August. Philadelphia Support Group MeetingsParents Involved Network provides monthly support group meetings for parents, grandparents and caregivers of children and adolescents with behavioral or emotional disorders. There are two groups, daytime and evening. The day group meets 11:00 a.m. - 1:00 p.m. The evening group meets 6 p.m. - 8:00 p.m. All meetings are held at: 1211 Chestnut Street, 9th floor Conference Room. Meeting dates for 2001 are:
Dates are subject to change for special events. Refreshments will be served and help with transportation is available (tokens only). For further information contact: Dwane Dykes, 215-751-1800, ext. 234, ddykes@mhasp.org Update on the Einstein Children's Crisis Response Center Projectby Francesca Vassalluzzo, Coordinator, fvassalluzzo@mhasp.org, 215-751-1800, ext. 317 We are providing information, support, advocacy and referrals to a monthly average of over 300 families and their children/adolescents:
We recently learned there are draft plans for a new CRC. The draft plan separates children from adults and provides 4 1/2 times the current space. It also provides increased safety and confidentiality and recognizes the dignity and unique needs of children and families. We are advocating for the renovations to be completed quickly. We continue to provide special education advocacy and technical assistance to families from the CRC who enter Einstein's Child and Adolescent Rapid Assessment and Treatment Program (CARAT). PIN, a project of the Mental Health Association of Southeastern Pennsylvania, provides support, advocacy, information and referral resources for families of children and adolescents with emotional and behavioral disorders. PIN is the Pennsylvania State Organization of the Federation of Families for Children's Mental Health. Parents Involved Network |