Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com

Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com



Missouri
1. North Mercer R3, Mercer, MO (Seclusion Room: Closet converted to seclusion room)
2. Underwood Elementary School, Lee’s Summit R-7 School District, Lee’s Summit, MO (Seclusion: Child kept in closet for most of a month)

Lee's Summit R-7 School District: Do NOT Let The State of Missouri and Lee's Summit R-VII Steal Your Child's Future

Lee's Summit R-7 School District: Do NOT Let The State of Missouri and Lee's Summit R-VII Steal Your Child's Future

I was talking to a friend today and some things came to mind.  Many people want to know why I fight with the school district and the State.  I have earned quite a reputation as a crazy mom.  There are many people that are happy with the education that their children are getting and wonder why I am not.  Well, let me explain it to you.

I have known that my son has autism since he was three years old.  I lived in a very small town in Illinois with the population of 1,200.  I had twin daughters that were 5 years old and were in all day kindergarten.  The town was having testing for children 3-5 years of age.  I thought it was to see where they were academically and what they needed to work on prior to starting kindergarten.  My son was three years old and the only child that I had home during the day.  I signed him up for the testing and took him up to the school.  I wasn’t sure if he would go through it because he was a screamer.  I don’t mean that he screamed every once in awhile.  I mean that he screamed 24/7.  For the first two and a half years of his life he would sleep for 30 minutes and scream for the next two hours.  This went on all of the time.  He didn’t speak or even make noises.  He never said MaMa or DaDa.  He just screamed.  When you tried to hold him he would arch his back.  He never reached for me and even really acknowledged me.  He just screamed.  I had asked the pediatrician and he said boys don’t talk as early as girls and some babies cry more than others.  So, they took him into another room for awhile and when they brought him back they said that if they felt that he needed to start Early Childhood they would call me within a week.  Within three days I received a phone call.  They weren’t sure what his issues were, but the district felt that he "wasn't right" and put him into school.  They didn't know what the problem was, but they were determined to find out and give the best that they had.

This was a town of 1,200 people.  The school district was a combination of two towns with a combined population of 2,000.  Their resources were very limited.  I didn't even know that my child had an issue.  I was blind.  Something that would affect my judgment for the next ten years.

These wonderful people put my son into a classroom of six students and two teachers.  They gave him OT and ST.  They worked on his social skills.  They worked on any issue that came up.  Not because they had to.  He didn't even have an IEP yet.  They did it because they saw a child that needed help to be successful in life.  They treated him like a human being that needed guidance and support.  He was not another drain on their budget.  They had practically no budget.  It didn't matter.  HE mattered.

When he was four they did some educational evaluations.  This was before the internet.  This was before anyone knew anything about autism.  They said that his tests came back with some very odd results.  They said that he was way at one end of the curve on some things and at the other end of the curve on other things.  There was nothing in the middle.  They said that he didn’t make eye contact.  I had never noticed this.  They said that he didn’t play with other children.  That he would only parallel play.  They said that he used dramatic and constructive play, but not interactive play.  He could name colors, count up to 12, and recognized numbers.  He could sequence objects by size and understood concept of big.  He needed a routine and things had to always be the same and if it was not it would throw him off.  He would flap his arms and rock when he became excited.  He couldn’t follow simple instructions.  He displayed a short attention span.  He was very interested in Thomas the Tank Engine and could name every engine, their color, and their number.  He could tell the name of a Disney VHS tape just by the font.   You could lay out the movies, without the box, and he could name the movie just because of the font.  I never even noticed that each movie had a different font.  They took all of this information and started reading.  They found that he exhibited many language, behavior, and socialization characteristics that may indicate a pervasive developmental disorder.  They included:  late talking, limited variety of responses, non-use of greetings, lack of conversation, lack of playing with others, limited eye contact, perseverative language, echolalic language, arm flapping, strange attachment to objects, and an ability to repeat video scripts verbatim.

When my son was five we moved back to Kansas City.  This is where my husband and I were raised.  We carefully called and interviewed every school district on both sides of the state line.  We wanted to make sure that Jake would get the best that Kansas City had to offer.

After several phone calls and interviews we chose Lee's Summit.  I went and told the personnel here that the district in Illinois felt that Jake wasn't ready for regular kindergarten.  They felt that he needed 1 on 1 or small group instruction for at least one more year.  It stated it in his IEP.  Lee's Summit assured me that they were a big district that could handle all of his needs and issues and that the best thing for Jake was going to kindergarten.  Once again, I was blind.

Jake went to Prairie View from kindergarten through sixth grade.  He had some amazing teachers there.  They were kind, supportive, and made accommodations that his IEP didn't call for.  We had no issues there.  I truly felt that we had picked the best school district that we could have.  I volunteered in his classroom every week for at least 2-3 hours.  I helped with the school carnival.  I helped with health fair.  I wrote to the Kansas City Star and told them what an amazing job they were doing with my son. 

I didn't know much about autism and I felt like the district was doing all that Jake needed.  Little did I know that when he got into high school my only hope for him would be living in a group home.  That is where we are now.  On his IEP the district has decided that his transition program would be to live semi-independently.

WHY?  Because the district never addressed his autism.  They didn't address his dysgraphia.  They didn't address his social issues.  They didn't address his written language issues.  Why didn't they?  I didn't demand it.  In seventh grade the only goal he had on his IEP was to be able to write a paragraph.  This is a child with autism, dysgraphia, and a written language deficit.

I thought that you had to believe in the experts and trust them.  That blindness has caused the loss of my son's independence.  If I had educated myself and fought for him, he would have a different future.  His future was stolen and I stood back and let it happen.

I gave the school district a five year old with potential.  They have given back a child that will never leave home.  I let them do this to my child.  My silence and acceptance granted them permission to destroy my son's future.  He could have been an independent taxpaying citizen.  Now he will be a burden on tax payers.  Not to worry, Lee's Summit.  You have no group homes here, so he won't burden your city.

My son dropped out of school on May 11, 2009.  It was his sixteenth birthday.  No longer could I allow them to destroy him physically, mentally, and emotionally.  He was receiving no services and his anxiety level was through the roof.  They were not helping him academically.  His psychologist discovered that he couldn’t multiply or divide.  The district’s answer was that they would allow him to use a calculator.  This is a child with a nonverbal IQ of 137. 

Your children still have a chance.  Your children still have a future.  I pray that none of you ever have to read the following and have it apply to your child.  But, if you continue to sit back and do nothing, you will face the same situation that I face today.  I let the State of Missouri and the Lee's Summit School District steal my son's future.  I will live with that until the day that I die because Jake will be living with me until the day I die.  What will happen to him after that, only God knows.  I pray that you never have to go to bed at night and think about that.

Jake's future goal, according to the school district, is to live semi-independently.

Autism and Academics: What Every Parent Needs to Know | Autism Key

Autism and Academics: What Every Parent Needs to Know | Autism Key

Any parent with a school-aged child knows that both classroom issues and homework can often be overwhelming for students. And no one knows that better than the parents of a child with autism. Not only do autistic students have an academic curriculum, but they have a social curriculum which is every bit as demanding and exhausting. Deciphering a myriad of social cues, making incessant transitions, contending with sensory input – it’s a day’s work in itself. Is it any wonder that they balk when it’s time to hit the books at home? 

Parents, take heart. Accomodating for a child with autism is their legal right. 

Extensions on due dates and taking a class pass/fail instead of having a letter grade can be very helpful in easing the stress and anxiety that are commonly associated with academics. If your child is dyslexic as many with autism are, proper spelling should not impact his or her grade. If writing out ideas is particularly odious or poor penmanship associated with fine motor skills is a problem, your child can have a scribe. 

Additionally, accomplishing assignments in short bursts with breaks in between can relieve the stress of a long assignment. 

The renowned autism expert, Dr. Tony Attwood, has written extensively on the subject of homework and academics for autistics in his books and articles. After invoking his sage advice that autistics work no more than thirty minutes a night on school work, one teacher let me initial my son’s homework after a half-hour spent, then considered him done. 

In the classroom, many useful ideas can be written into an IEP such as using a keyboard instead of taking notes longhand, having a calculator, learning math with computer software instead of in a group, and creating a cozy corner with pillows and books for the over-stimulated youngster to retreat to.

Listening to an iPod is helpful as well if your child is soothed by music. Middle and high school students can be dismissed five minutes early from class to avoid the crush of humanity in the halls and be given time during the day to do their homework at school.

You know your child best. Give free expression to your ideas about what would enhance their learning experience, then work to have them implemented.

Improvement in the quality of your child’s educational life through your efforts, on their behalf, is a profoundly gratifying experience and something that should not be overlooked.

Inclusive Education for Autism Varies by State - West Palm Beach Autism & Education | Examiner.com

Inclusive Education for Autism Varies by State - West Palm Beach Autism & Education | Examiner.com

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (P.L. 108-446) (http://idea.ed.gov/) guarantees a free and appropriate public education (FAPE) in the least restrictive environment (LRE) for every student with a disability. The LRE provision mandates that “to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” In general, inclusion (or inclusive education) with typical peers is often considered to be the best placement option for students with disabilities.

Child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. However, where a child lives may significantly impact whether they are placed in an inclusive or segregated classroom, a new national analysis suggests. The study published online in the journal Focus on Autism and Other Developmental Disabilitiesexamined external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. The findings revealed that considerable variations exist among states in placing students with autism spectrum disorder (ASD) in inclusive, mainstreaming, self-contained, and separate schools. Specifically, states vary substantially in the percentage of students with ASD educated in each setting, with some states trending consistently toward less restrictive settings (Colorado, Connecticut, Idaho, Iowa, Minnesota, Nebraska, North Dakota, West Virginia, and Wisconsin). Other states, however, are consistently representative of more restrictive settings (Alaska, Delaware, Florida, Hawaii, Louisiana, New Hampshire, New Jersey, New York, South Carolina, and Washington, D.C.). Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes.

These findings suggest that factors that are external to child characteristics (IQ, severity of ASD symptoms) influence educational placement decisions for students with ASD. Overall, it is unlikely that child characteristics alone determine placement outcomes. The author states that it is arguably safest to assume that the first placement for a student with ASD would be an inclusive setting. Analysis of the public data presented in this study suggests that many states are still falling short of including students with ASD in general education settings for significant portions of the day. This indicates the critical importance of shifting the argument from should we include students with ASD in general education to understanding how to include students with ASD meaningfully and successfully in inclusive settings. It is critical to identify how those practices that benefit students with ASD, including structure (visual supports, communication supports, and social supports), positive behavior supports, and systematic instruction, can be implemented meaningfully and seamlessly in general education settings. Lastly, those who place students with ASD in educational settings should determine the unique needs of the individual, and match those needs to specific supports and services that will be provided in general education settings.

Jennifer A. Kurth, Educational Placement of Students With Autism: The Impact of State of Residence, Focus on Autism and Other Developmental Disabilities, first published on September 3, 2014 doi:10.1177/1088357614547891.

Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools and author of the soon to be released book, Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT.

If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Children with Autism Less Physically Fit - West Palm Beach Autism & Education | Examiner.com

Children with Autism Less Physically Fit - West Palm Beach Autism & Education | Examiner.com

As the incidence rate of autism spectrum disorder (ASD) increases, so does the interest in the health and well-being of individuals on the spectrum. Similar to their typically developing peers, children and youth with ASD face increased rates of obesity and decreased engagement in physical activities. Reviews of physical activity patterns indicate that older adolescents with ASD are less physically active than their younger peers with ASD. Profiles of motor skills and physical fitness in children and youth with ASD have also documented delayed performance levels.

A research study published in the peer-reviewed journal, Autism Research and Treatment found that children with autism spectrum disorder (ASD) are less physically fit and active than their typically developing peers. The purpose of the study was to examine the physical activity and fitness of school-aged children with ASD in comparison to typically developing peers. Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments. The results indicated that children with ASD were less physically fit, in the strength domain, and less physically active than their peers without disabilities. Even though the children with ASD were less active, the researchers found that they were similarly capable in nearly all of the fitness tests. “That’s really exciting, because it means those underlying fitness abilities are there,” said Megan MacDonald of Oregon State University who coauthored the study.

The results of the study provide further evidence that children with an ASD face health differences, and that efforts to promote physical activity in school and through public health initiatives need to include children and youth with ASD. The findings also present important evidence for parents and teachers that children on the autism spectrum are capable, but may need more opportunities to be active. This has implications for intervention and program planning. For example, adapted physical activity programs are one avenue with intervention potential to battle the lower levels of physical activity and fitness found in children with ASD. Parents, teachers, and administrators are encouraged to include students with an ASD in physical fitness and physical activity assessments and provide them with individualized information about related behaviors that can impact their health into adulthood. Lastly, additional research is needed to understand why individuals with autism spend more time in sedentary activities.

Kiley Tyler, Megan MacDonald, and Kristi Menear, “Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders,” Autism Research and Treatment, Volume 2014, Article ID 312163, 6 pages.http://dx.doi.org/10.1155/2014/312163

Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools and author of the soon to be released book, Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT.

If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Lee's Summit R-7 School District: What The District Is Not Addressing

Lee's Summit R-7 School District: What The District Is Not Addressing

Real Life Statistics

According to a National Autistic Society survey of over 450 children and adults with autism, an astonishing 70% of adults with autism are unable to live independently. Of these individuals, 49% live with family members, creating a huge financial burden on aging parents, and 32% live in residential care facilities, which offer little or no privacy, autonomy, or stimulation.

Only 3% of adults with autism live fully independently. In terms of employment, only 6% of adults hold paid, full-time jobs. Regarding mental health, over half of adults with autism have been diagnosed with depression some time in their adult life while 11% say they have suffered a "nervous breakdown."

And even though the majority of adults surveyed had participated in at least two autism interventions in childhood, 65% continue having difficulty making friends. Of teens surveyed, 74% stated that they had difficulty making friends. Of children under 13 years old, 31% participated in no social activities at all.

Clearly this data shows the burden on quality of life for adults with autism, issues such as independence, self-determination, employment, mental health, social support, and meaningful relationships are virtually ignored when planning treatments, assessing treatment outcomes, or evaluating an overall program’s effectiveness.

Adults with autism are in need of treatment programs which focus on improving family life, self-perception, self-esteem, confidence, ability to compete in employment opportunities, the ability to live in the least restrictive environment, ability to decrease depression, anxiety, and other mental health concerns, for more successful outcomes.

Lee's Summit R-7 School District: Erosion of Our Rights

Lee's Summit R-7 School District: Erosion of Our Rights



The District wants the Missouri Human Rights Act to be realigned with Federal Standards in their self-serving way as Legislative Priority 8 states but when it comes to everything else basically, they want the Feds to butt out.

I think we need to work together to get Legislative Priority Item 8 removed from the Legislative Platforms of the 30 school district members of the CSDGKC. 


I would like to see that patrons understand that LSR7 Legislative Platform PRIORITY POSITION #8 HAS NO EDUCATIONAL PURPOSE.  I do not want my tax dollars used to erode civil and human rights of the citizens of Missouri.  I believe the CSDGKC and LSR7 are getting too involved in politics considering the purpose of both is supposed to be EDUCATION.   

The Cooperating School Districts of Greater Kansas City (CSDGKC Inc.) operates as a Missouri EDUCATIONAL Service Agency (ESA).  A CSDGKC sister  organization, the CSDGKC Foundation holds 501(c)(3) status.  In order to provide consistency and continuity, the board of directors for the CSDGKC Foundation is the same as the CSDGKC board.

CSDGKC Inc. is a  diverse, accomplished educational cooperative association.  CSDGKC represents 29 school districts and provides cutting-edge, state-of-the-art collaborative professional development services to another 19 school districts or schools.  CSDGKC serves rural, suburban, and urban communities from 13 Missouri Counties.  We represent over 188,000 students and 30,000 employees.  CSDGKC Inc. is governed by public  school districts in Bates, Buchanan, Caldwell, Cass, Clay, Clinton, Jackson, Johnson, Lafayette, Platte, and  Ray Counties.

Adrian R-III School
Archie R-V School District
Belton School District #124
Blue Springs School District
Center School District 
Excelsior Springs School District 
Fort Osage R-1 School District
Grain Valley School District
Grandview C-4 Schools
Harrisonville Schools
Hickman Mills C-1 School District 
Independence School District
Kansas City Public Schools
Kearney R-1 School District 
Lathrop R-II Schools
Lee’s Summit R-7 School District 
Liberty Public Schools
Lone Jack C6 Public Schools
North Kansas City Schools
Oak Grove R-VI School District
Park Hill School District
Platte County School District
Pleasant Hill R-III School District
Raymore-Peculiar School District 
Raytown School District 
Richmond R-XVI School District
St. Joseph School District 
Smithville R-II School District 
West Platte School District

Missouri Human Rights Act to federal standards.  It isn't to benefit education and students, it is to shield administrators from financial accountability for their acts of discrimination.  It is also to please the school district's business donors and please the local Chamber of Commerce.  This will make it hard to prove discrimination even when that is what has happened.  The erosion of the Missouri Human Rights Act is a big step back in civil rights progress made in this country.  This is why it is critical to spread the word in our communities that we as Patrons/Stakeholders want this removed from the Legislative Platform of our school district.  This impacts school populations and all people who experience discrimination in their jobs, housing and public accommodations in the state of Missouri.  This change in the MHRA will impact all who experience discrimination in Missouri.

The Missouri Commission on Human Rights will take your charge and investigate the alleged discrimination, harassment ... If they find discrimination, then they will either help the parties settle or if the MCHR feels they should have a hearing about the case, they do that.  The parents of the child or the school employee who experienced discrimination, does not have to file a lawsuit, they don't have to hire an attorney.  The MCHR helps with all of this, holding the person and entity involved responsible for the discrimination if they find that in the case.  The school district's officials will be shielded from financial liability if the MHRA is eroded.  Governor Nixon has vetoed Bills two times.  Schools are using their Legislative websites to promote their agenda, which includes #8.