Antipathy Between School Districts and Parents of Autistic Children
Feeling left behind: One mother of an Autistic child, numerous school districts, and the strong antipathy between them.
It’s implicit that some parents have a hard time following why parents of autistic children moan about schools. It’s more perspicuous that parents of autistic children, in turn, envy the capacity of involvement the parents of “typical” children have with their school. Their level of communication is literally determined by them instead of by the level of necessity and frequency of IEP meetings.
My family’s from the Midwest: recently we moved to the desert then to the Pacific Northwest. The things we went through in the Northwest forced me to turn to homeschooling as an answer; looking back on the experiences we’ve had dealing with different states assured me I was doing the right thing. However that doesn’t change the fact that no parent should ever have to decide between working and homeschool based on a school districts incompetency.
Here’s a portion of our story.
Dealing with the School System/District in the Midwest and Desert
Within the first year of my son beginning school [in the Midwest] I noticed the teachers were spacey. Throughout the school years that didn’t get any better—in fact it steadily got worse. That opinion extends to the school and district in the desert as well.
Problems in the Midwest:
• They allowed my severely autistic [then nonverbal] child to walk to the bathroom by himself: he wandered outside and walked several blocks.
• The school district made me call and find a school when I refused the schools they choose.
• He was bullied to the point of peeing his pants, was even found behind gym equipment crying; he’d been beaten, kicked, spat on, and taunted. They suspended Z too.
• Funding to the special needs classrooms were cut, subsequently terminating the self-contained rooms in all but one school. They used the money saved to purchase new interactive dry erase boards.
Problems in the desert:
• Bus funding was cut before we arrived, ending transportation for children living within 10 miles of the school.
• When I brought up special needs transportation being in Z’s IEP they replied, “It’d be best if you just bought him headphones for the walk” and honestly thought that’d fly.
• When picking Z up one day I was notified he would be to the office soon. Twenty minutes later we found him walking around in the park next door.
• The school originally had no Special Education teacher or SLP.
Initially during IEP meetings it was evident that I was a neophyte. His school in the desert never saw this from me; I’d become a warrior by then. Through my experiences I’ve learned the most significant things parents of autistic children [that are school aged] can do is to become familiar with their state’s IEP, disability, and bus transportation statutes.
Yet nothing we had dealt with, thus far, compared to the chaos we were about to move into.
Dealing with the School System/District in the Pacific Northwest