January 10 Disability Call from the White House: Call in for News

From the National Association of States United for Aging and Disabilities ( http://www.nasuad.org/ ) January Disability call you can participate in from the White House:

Dear Members:

Please note the announcement and call-in information below from the White House Disability Group, scheduling the January Monthly Disability Call for Monday, January 10 at 3:00 pm EST:

In order to help keep you more informed, we are hosting monthly calls to update you on various disability issues as well as to introduce you to persons who work on disability issues in the federal government. This call is off the record and not for press purposes. We strongly urge and ask that you distribute this email broadly to your networks and list serves so that anyone who wants to participate can do so. Our next call will be Monday, January 10 at 3:00 PM Eastern, and the conference call information is below.

Dial in: (800) 230-1093

Title: Disability Call (use instead of code)

Date of Call: 01/10/2011

Start Time: 3:00 PM Eastern

For live captioning, at time of call, log onto:

http://www.fedrcc.us//Enter.aspx?EventID=1679107&CustomerID=321

The White House · 1600 Pennsylvania Avenue, NW · Washington DC 20500 · 202-456-1111

Detroit Transition Workshop Jan 19, 2011

Workshop Announcement! 

Is Your Teen Ready
For Adult Life? - Workshop - Flyer enclosed
January 19, 2011
Location: Power, Hope and Grace Bible Church
                 6495 West Warren
                  Detroit, MI.  48210

Time: 9:00 am -3:00 pm

 Is for families of teens with special health care needs,
 receiving mental health services or who have a
 disability and professionals who serve them.
 
These teens share hopes and dreams of finishing school,
 getting a good job, finding a place to live, living on their
 own, and making friends. Information and practical
 suggestions will be shared for helping teens prepare
 for the transition from high school to employment or
 higher education; from home to independent living;
 and from child to adult community services including:

   •    Health Care Coverage and Health Care Skills
   •    School based transition planning
   •    Mental Health Programs
   •    Post Secondary Education
   •    Employment
   •    Housing
   •    Human Services

   To Register For This Session Visit:
 www.bridges4kids.org/f2f
     or Families May Register by Calling
          (800) 359-3722
Workshop: $10 (Includes Lunch) • CEUs: $15
      A limited number of scholarships are
      available for families. Please inquire

M13/CEN Michigan Directory of Service Providers

Michigan's Center for Educational Networking recently posted the following info in their email newsletter from https://app.e2ma.net/app/view:CampaignPublic/id:3609.8920137442/rid:2e18afce958b485f529562666cc27b84   Click on this link for the directory: http://www.cenmi.org/Documents/Directory.aspx "2010-11 Special Education Directory Available The 2010-11 edition of the Michigan Directory of Service Providers for Infants, Toddlers, and Students With Disabilities is now available on the MI3/CEN website. Users can download the complete directory or specific sections in a PDF format. The directory is intended for parents, educators, and other service providers seeking resource information related to the educational needs of children, students, and clients. The directory contains contact information about resources for children ages birth to three with special needs and their families (Michigan's Early On® population) and students ages 3 to 26 with disabilities. Listings include special education and Early On administrative personnel in local and intermediate school districts (ISDs), specialized schools, and public school academies (charter schools). The directory is not meant to be a comprehensive list of all personnel, but instead provides basic contact information for administrators and others who provide services to infants, toddlers, and students with disabilities. The directory also contains contact information for the Michigan Department of Education, Michigan Department of Community Health, Michigan Department of Human Services, Michigan local public health departments, neonatal intensive care units, and agencies, associations, and organizations." (Accessed 12/16/10  https://app.e2ma.net/app/view:CampaignPublic/id:3609.8920137442/rid:2e18afce958b485f529562666cc27b84)

Directory Download [2.2 MB] Go to the MI3/CEN website to download individual sections of the directory. Give us your FEEDBACK Tell us what you think about our directory by completing a brief survey. Your feedback will help drive future decisions regarding publication of the directory. Please consider taking this brief survey no later than January 14, 2011. Thank you. SURVEY Find us on Facebook

On DPS Stays Open During Bad Weather, Transportation, Hypothermia, ADA Mediation for Complaints, Autistic Chef, Nutrition, and Other New Links Added

Good Morning Everyone!

There is a lot of info in today's blog.

Facts on Hypothermia can be found at Medline Plus- A service of the U.S. National Library of Medicine at  http://www.nlm.nih.gov/medlineplus/hypothermia.html 
and at the Mayo Clinic website.
http://www.mayoclinic.com/health/hypothermia/DS00333/DSECTION=causes

According to Transport Workers Solidarity Committee report on Detroit Bus Safety at http://transportworkers.org/node/1668

"44% of Detroit DPS buses unsafe after privatization/outsourcing
Submitted by solidarity on Thu, 2010-11-25 02:12. Health and Safety | Rail and Bus | Texts | USA 44% of Detroit DPS buses unsafe after privatization/outsourcing including to anti-labor First Student
http://www.detroitnews.com/article/20101124/SCHOOLS/11240360/1026/local/44--of-DPS-buses-unsafe
Last Updated: November 24. 2010 2:07PM"

Note: Please keep in mind that while Steve Wasko in the following Detroit News article stated "...sidewalks and parking lots were well salted," the reality that most parents and Detroiters experienced on December 13, 2010 was full of UNSAFE DRIVING CONDITIONS AND THAT BY 9:00 A.M. MOST DETROIT STREETS HAD NOT BEEN PLOWED OR SALTED AND WERE COVERED WITH FREEZING SNOW AND ICE!!!!  Freeways and streets that were salted into slush began re-freezing into patches of ice and black ice. Woodward, East McNichols (6 Mile), Conant, and 8 Mile had hazardous conditions. While parents with students that rely on DPS transportation called schools and the transportation department, no one had an accurate report on whether the schools were officially closed.


Therefore, last week's Bad Weather and Special Education complaints were about Transportation-
During our monthly DPS Special Ed -WRESA meeting, parents discussed transportation problems that occurred on Monday Dec 13; Tuesday, Dec 14, and Wed Dec 15 due to the snow storm and icy conditions. While Detroit has a "history" of keeping schools open, parents find that they are constantly blamed for either 1. Keeping children home during bad weather and preventing them from learning, or, 2. Sending them to school in spite of confusing or no "official" reports regarding school closures in Detroit. The complaints of parents whose students rely on DPS transportation and some of the data parents decided to collect to show why DPS should change its policy concerning bad weather and school closures are as follows:

1. Complete Chaos: While most districts in Metro Detroit, Wayne County, Oakland,  Washtenaw counties...the State of Michigan...closed due to bad weather and icy roads,  no one in the Detroit district could verify whether the Detroit Public Schools would be closed. Some buses picked up students and returned them home when they found schools were closed. Other students were kept on buses to stay warm at a closed school while the Transportation department and its drivers were on "standby" "waiting for word from downtown" because administrators could not be reached for a decision. Students were either picked up 2-3 hours late or not picked up at all for up to three days.

2. One parent reported that she called Transportation several times and was told that Robert Bobb fired Detroit Public Schools bus drivers, therefore "three bus routes were off," and, there were only 3 people working as dispatchers at the terminal. This resulted in students being left at one of the schools until after 5:00 p.m. on Wednesday, until bus drivers and buses became available. Parent reported that she was told that "there were no buses available" on Monday, Tuesday, and late Wednesday afternoon. No one from the terminal called her back to tell her when her daughter and other students would be picked up. By Wednesday, new drivers and aids were late picking up and delivered students home after 6 pm because they were unfamiliar with the routes. At 6:15 p.m. Wednesday evening, I received a call from the parent stating that her daughter had just arrived at home.

3. One parent reported that her daughter was picked up on Monday and returned home by 8:46 a.m.

4. One parent reported that her son was picked up on Monday and then the school called and asked her to pick her child up because he was the only child in his class room. Therefore, mom had to drive on icy roads to get her child.

5. None of the dispatchers are bi-lingual so non-English speaking parents could not gain information.

6. Concern:  Exposing students to hypothermia and icy road conditions:  Parents want to know why the safety of our childrens lives mean nothing to Robert Bobb and the administrators over special education and general education when there were snow emergencies declared all over the State of MI, and temperatures dropped due to wind chill factors, thus exposing students to weather conditions that could cause hypothermia, and, unsafe travel on icy side streets and roads that were not salted.

7. A Board member confirmed on Monday that the Detroit school Policy on bad weather is that schools will not close unless there is 6 inches of snow and below zero temperatures.

Overall, after discussing complaints, parents feel that the DPS school policy and procedures concerning school closures, bad weather emergencies, and school building emergencies should be changed. During the discussion, school building emergencies were added to the list to address after parents discussed the gas leak at M.L King High School on Sept. 24, 2010...Even though the school closed, as you can see from the Channel 7 Action News report, students are seen standing on the sidewalk outside of the school instead of away from the school at http://www.wxyz.com/dpp/news/martin-luthor-king-jr.-senior-high-school-closed-for-the-day

According to the December 14 Detroit News article by Shawn D. Lewis, "Closure reports add to storm chaos at DPS: District stayed open, but some broadcasts said otherwise; other schools sent kids home":  
"Detroit —Confusion reigned at Detroit Public Schools after the first major storm of the year Monday, amid mixed messages from broadcast reports and some principals about whether classes were in session. Officially, the district was one of a few in Metro Detroit to remain open. But some broadcast reports included DPS on lists of more than 400 other districts that canceled classes because of frigid weather and icy roads. And some principals took it upon themselves to cancel school on a day that saw wind chills dip below zero." According to Steve Wasko, "The decision was made based on real-time information for weather conditions, which are different for each municipality"...

"All the sidewalks and parking lots were well salted," he said. "And we called in certain key staff, like building custodians to start the boilers early to make sure there was enough heat."
Wasko said the final decision whether students should attend school in frigid temperatures rests with parents"  From The Detroit News: http://detnews.com/article/20101214/SCHOOLS/12140350/Closure-reports-add-to-storm-chaos-at-DPS#ixzz18aBG0vRr
  
Parents asked, "Why weren't administrators concerned about icy road conditons?" There were no boilers on at schools where principals decided to close the schools because there were very few teachers or no teachers... which leads to a staffing issues and another concern...

" If DPS teachers don't live in Detroit, but in the suburbs, and the suburbs are closing schools, if those teachers have children in suburban schools, where do you think the DPS teachers are going to be? At home with their children." This question and statement led parents to discuss the possibility of DPS instituting a residency clause into its hiring practice and policy...If you teach in Detroit, you must live in Detroit... back to the data...


AND according to WXYZ at http://www.wxyz.com/dpp/news/region/washtenaw_county/several-communities-in-metro-detroit-have-declared-a-snow-emergency-

Posted: 12/13/2010
"(WXYZ) - Several communities in Metro Detroit have declared a snow emergency.
This means you cannot park on the street. Violators could be ticketed or towed.
The following communities have declared a snow emergency:
Armada
Beverly Hills
Clawson
Dearborn"  AND according to

http://www.publicbroadcasting.net/michigan/news.newsmain/article/0/0/1736685/Michigan.News/School.Closings.Monday..December.13th

Michigan Radio (2010-12-13)

"ANN ARBOR, MI (Michigan Radio) - We're getting word of schools closings across the state this morning. They include Ann Arbor Public Schools, Jackson Public Schools, Kalamazoo Public Schools and Lansing Public Schools.

Be sure to check your child's school to see if it's closed due to winter weather.

The following websites have detailed school-closing information: http://www.wxyz.com/

http://www.woodtv.com/subindex/weather/closings  http://www.clickondetroit.com/closings/index.html

Please be sure to refresh the above websites in your browser to get the most updated closings. "
© Copyright 2010, Michigan Radio

AND according to http://www.neccel.com/2010/12/school-closings-in-detroit-460-closingsdelays-have-been-reported-in-michigan/
Neccel > Articles > School Closings in Detroit 460 Closings/Delays Have Been Reported in Michigan 
School Closings in Detroit 460 Closings/Delays Have Been Reported in Michigan

December 13th, 2010 by mystique | posted in Articles

School Closings in Detroit and Delays Have Been Reported in Michigan. Submitted at: 5:43 AM EST on Monday, Dec 13 by an anonymous source.
Abt Elementary
WAYNE County
CLOSED
Submitted at: 6:04 AM EST on Monday, Dec 13

Academy of Lathrup Village
OAKLAND County
CLOSED-TODAY
Submitted at: 5:34 AM EST on Monday, Dec 13
Academy of Sacred Heart K12
OAKLAND County
CLOSED
Submitted at: 5:28 AM EST on Monday, Dec 13
Academy of Southfield
OAKLAND County
CLOSED-TODAY
Submitted at: 5:37 AM EST on Monday, Dec 13
Academy of Warren
MACOMB County
CLOSED-TODAY
Submitted at: 5:37 AM EST on Monday, Dec 13
Academy of Waterford
OAKLAND County
CLOSED-TODAY
Submitted at: 5:40 AM EST on Monday, Dec 13
Academy of West Detroit
WAYNE County
CLOSED
Submitted at: 6:13 AM EST on Monday, Dec 13
Academy of Westland
WAYNE County
CLOSED-TODAY
Submitted at: 5:40 AM EST on Monday, Dec 13
Ace Academy
WAYNE County
CLOSED
Submitted at: 5:43 AM EST on Monday, Dec 13
Adat Shalom Early Childhood Center
OAKLAND County
CLOSED
Submitted at: 5:46 AM EST on Monday, Dec 13
Airport District
MONROE County
CLOSED
Submitted at: 5:55 AM EST on Monday, Dec 13
Akiva Hebrew Day
OAKLAND County
CLOSED
Submitted at: 6:22 AM EST on Monday, Dec 13
Al-Ihsan Academy
WAYNE County
CLOSED-TODAY
Submitted at: 6:37 AM EST on Monday, Dec 13
Al-Ikhlas Training ACD
WAYNE County
CLOSED
Submitted at: 6:19 AM EST on Monday, Dec 13
Alex & Marie Manoogian
OAKLAND County
CLOSED
Submitted at: 5:07 AM EST on Monday, Dec 13
Algonac District
ST. CLAIR County
CLOSED
Submitted at: 4:28 AM EST on Monday, Dec 13
Allen Academy
WAYNE County
CLOSED-TODAY
Submitted at: 6:46 AM EST on Monday, Dec 13
Allen Park District
WAYNE County
CLOSED-TODAY
Submitted at: 6:16 AM EST on Monday, Dec 13
American Montessori Academy
WAYNE County
CLOSED
Submitted at: 5:19 AM EST on Monday, Dec 13
American Montessori Acd. Upper
WAYNE County
CLOSED
Submitted at: 5:19 AM EST on Monday, Dec 13
Anchor Bay District
MACOMB County
CLOSED
Submitted at: 4:25 AM EST on Monday, Dec 13
Ann Arbor Christian
WASHTENAW County
CLOSED-TODAY
Submitted at: 5:40 AM EST on Monday, Dec 13
Ann Arbor District
WASHTENAW County
CLOSED
Submitted at: 5:31 AM EST on Monday, Dec 13
Ann Arbor Learning School
WASHTENAW County
CLOSED
Submitted at: 5:40 AM EST on Monday, Dec 13
ARC Dearborn
WAYNE County
CLOSED
Submitted at: 5:55 AM EST on Monday, Dec 13
Aress Academy
OAKLAND County
CLOSED
Submitted at: 8:28 AM EST on Monday, Dec 13
Armada District
MACOMB County
CLOSED-TODAY
Submitted at: 4:58 AM EST on Monday, Dec 13
Arts & Tech Academy – Pontiac
OAKLAND County
CLOSED
Submitted at: 5:52 AM EST on Monday, Dec 13
Arts Academy In The Woods
MACOMB County
CLOSED
Submitted at: 5:19 AM EST on Monday, Dec 13
Avondale District
OAKLAND County
CLOSED
Submitted at: 4:52 AM EST on Monday, Dec 13
B.E.S.T. Academy
WAYNE County
CLOSED-TODAY
Submitted at: 5:52 AM EST on Monday, Dec 13
Baldwin Road Church Academy
OAKLAND County
CLOSED
Submitted at: 5:25 AM EST on Monday, Dec 13
Ben Ross Academy
MACOMB County
CLOSED
Submitted at: 6:07 AM EST on Monday, Dec 13
Berkley District
OAKLAND County
CLOSED
Submitted at: 9:16 AM EST on Monday, Dec 13
Bethany Christian School
OAKLAND County
CLOSED
Submitted at: 5:34 AM EST on Monday, Dec 13
Birmingham District
OAKLAND County
CLOSED
Submitted at: 5:01 AM EST on Monday, Dec 13
Bishop Foley High School
OAKLAND County
CLOSED
Submitted at: 5:52 AM EST on Monday, Dec 13
Bloomfield Hills District
OAKLAND County
CLOSED
Submitted at: 4:55 AM EST on Monday, Dec 13
Bloomfield Maples Mont.
OAKLAND County
CLOSED
Submitted at: 5:31 AM EST on Monday, Dec 13
Bradford Academy
OAKLAND County
CLOSED
Submitted at: 5:49 AM EST on Monday, Dec 13
Bridge Academy
WAYNE County
CLOSED-TODAY
Submitted at: 7:22 AM EST on Monday, Dec 13
Brookfield Academy – West Bloomfield
OAKLAND County
CLOSED
Submitted at: 5:22 AM EST on Monday, Dec 13
Brookfield Acd-Roch. Hls.
OAKLAND County
CLOSED
Submitted at: 5:31 AM EST on Monday, Dec 13
Brookfield Acd. – Troy
OAKLAND County
CLOSED
Submitted at: 5:16 AM EST on Monday, Dec 13
Brookfield-Waterford
OAKLAND County
CLOSED
Submitted at: 5:22 AM EST on Monday, Dec 13
Brother Rice High
OAKLAND County
CLOSED-TODAY
Submitted at: 5:16 AM EST on Monday, Dec 13
Submitted at: 5:43 AM EST on Monday, Dec 13 by an anonymous source. School Closings in Detroit/ Michigan School Closings

AND according to  http://www.sapu.net/school-closings-michigan:

"Detroit news, weather, sports and video from WXYZ-TV Channel 7, the ABC-TV affiliate in Detroit, Michigan. WXYZ provides live coverage of Detroit breaking news from the . School Closings Detroit, Michigan WXYZ-TV Very bad weather conditions that could threaten the implementation of schools in Michigan on Monday. Reportedly, most schools in Michigan will be closed because the air temperature continues to decline at Sunday night but the wind speed . School Closings Michigan Urban Literature"

This Morning Dec. 19, 2010

I was dream thinking about my loved one and the children of other parents who are stuck in vocational school buildings that have ADA violations on them. What are our options? What can we do? were two of the questions that I woke up with this morning. As usual, I made my pot of coffee and began research around 7:30 a.m.

Here are some new links that I discovered during this morning's research. Just click on the links:

Legal/Mediation:  Real Life Complaints that have been mediated by the ADA:
http://www.disabled-world.com/disability/ada/ada-mediation.php

Information about disabilities: http://www.disabled-world.com/disability

Article on diet, nutrition, and fitness: http://www.disabled-world.com/fitness/

Article on kitchen mobility aids and assistive kitchen devices:
http://www.disabled-world.com/fitness/cooking/disability-kitchen-aids.php

http://www.disabled-world.com/assistivedevices/household/kitchen-products.php

Since my nephew loves cooking and wants to be a chef, I took a chance and put "Autistic Chef" into the search engine and I found a cool site called "Autistic Chef" at  http://autistic-chef.blogspot.com/

Article: Disability and the Culinary Arts: A case study....  from The Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (STEM):
http://www.washington.edu/doit/Stem/articles?239

Access STEM Resources: http://www.washington.edu/doit/Stem/resources.html

Article: Gluten and Casein (GFCF) Diet Advice from The Autism Chef, Paul Cimins
http://www.grapplersquest.com/forums/gluten-and-casein-gfcf-diet-advice-autism-chef-paul-cimins

Assistive devices for autistic students: http://www.specialed.us/autism/assist/asst10.htm

Have a wonderful day-

UNDER A CLIMATE OF FEAR: PARENT COMPLAINTS FROM THE DETROIT DISTRICT

Dear Readers, Parents, Friends, Colleagues, Constituents, Students, Professors, and Mentees,

Today's entry is called "Under A Climate of Fear: Complaints From The Detroit District"

Due to many calls about complaints from parents within the Detroit school district in general about school closures, transportation problems, and, calls from parents of special needs/disabled students that are experiencing compliance issues, please find below a list of what parents are complaining about as it relates to being under emergency financial management. Some of these complaints have been reported to EMF Robert Bobb. Other complaints have not been reported because some parents feel that their complaints are repeatedly disregarded. They often say,  "What's the use in calling Robert Bobb? We keep complaining and nothing happens." Some of these complaints were reported to news reporters, but the stories weren't published in the papers, for whatever reason. Some of the complaints were even sent to advocates and legislators in Lansing.

Many parents feel that there is a major lack of communication from administration to parent, school to school, parent to parent, and parent group to parent group, including whatever is being reported or not reported by local news sources to the public... Basically, parents feel they aren't being told about anything concerning changes in Federal and State laws that removed consent from IEP's (individual education plans), and, other forms concerning their special needs children, and, the stories that illustrate their panic, distress, stress, and frustration are not being told or they are reported in a slanted way.

Today's entry is not about sensationalism. This blog entry is about fall-out and fear...the stressful experiences of parents and special needs students.  I was asked to write this entry by concerned parents, many of whom are afraid to step forward and be identified.  I consider their request timely because as of yesterday, I received the following info from an advocate (that was distributed in September through October by other advocates). If you click on the links from the Michigan Department of Education- Office of Special Education, you can download the NEW AND REVISED forms to your desktop:

MDE State and Due Process Complaint Documents - Revised/New The Michigan Department of Education (MDE), Office of Special Education and Early Intervention Services (OSE-EIS) has released revised and new guidance documents regarding the state and due process complaints and procedures. The following are the four documents, now available for download on the Administrative Forms and Procedures page of the OSE-EIS website. Model Special Education State Complaint Form (revised) Special Education State Complaint Procedures (revised) Model Special Education Due Process Complaint Form (revised) Special Education Due Process Complaint Procedures (new) Please replace copies (hardcopies and/or those posted on your website) with these revised/new documents. Please refer parents to the website for these forms/documents. For additional information or questions, call: (888) 320-8384. Happy Holidays! Harvalee Saunto, Coordinator Program Accountability Unit MDE, OSE-EIS

_________________________________
What you are about to read are some of the things that happens to special needs/disabled children and non-English speaking parents and children when public education in Detroit is being destroyed during the 'takeover" or "downsizing" of the schools and the city.  Many special needs students are labeled as failures and discriminated against. Certified special ed teachers and caring support staff are fired, resource support for children with Autism, ADD, Speech, Brain injuries, and severe disabilities are canceled, and transition adults due to compliance issues are either not admitted or placed into vocational training or forced into a curriculum where they sit all day to do "paperwork"... not receiving hands on training.

If you have had an experience like these, please feel free to add your experience or concerns by writing in the "Comments" section. You may join this blog and advocates will forward you important information to assist you. If you want to remain anonymous, just go to the sidebar in this blog and find an advocacy group that can assist you.

The following complaints were reported to various advocates of special needs children and their parents between September 2010 to the present time.

Due to parents being targeted and fear within the district, parents do not want to be identified. Some parents feel that these violations are taking place because of major firings of staff, teachers, personnel, counselors, bi-lingual personnel in schools, transportation and safety departments. Certain parents that serve on a special ed parents' committee have also been targeted due to complaints concerning their child or children. Many parents feel that ALL teachers, principals, staff, resource support staff, personnel, and the current Detroit Public Schools Board are not to blame for what has been out of compliance for the past two years.

Parental Consent has been removed from IEP's after the Initial IEP. Some parents feel that just because you remove the Parent Consent sign off line and the boxes where parents can check off whether they agree or disagree with the IEP, that the removal of the signature of the parent DOES NOT REMOVE THE LAWS OR THE ENFORCEMENT OF THE LAWS AND PROCEDURAL SAFEGUARDS THAT PROTECT THEM AND THEIR CHILDREN. LAWS AND PROTECTIONS INCLUDE IDEA, 504, CIVIL RIGHTS, AMERICAN DISABILITIES ACT, PROCEDURAL SAFEGUARDS FOR PARENTS AND MENTAL HEALTH RECIPIENT RIGHTS.

I. TRANSPORTATION ISSUES THAT PLACE CHILDREN IN HARMS WAY AND CREATES SAFETY ISSUES

1. Special needs children being dropped off at different schools that parents did not enroll them in. This caused panic among parents that tried to find their children.
2. Special needs children were still sitting at home waiting for transportation to pick them up as late as October.
3. Special needs students dropped off "at nearest corner" instead of "curb to curb" or "door to door" which means pick up from home to school and return from school to home.
4. IEP transportation instructions are being changed to "pick up" and drop off at nearest corner" which poses safety issues for all special needs/disabled children. 

Questions that were asked by an elder parent: "If I am on a walker or wheelchair, disabled myself, and my child is in a wheelchair, is the school, or city or state going to send me someone to help me and my child through the snow to the nearest corner?" What if the bus is late? Why do we have to stand on a corner in the middle of winter running the risk of getting ill?" Why is cab service for disabled kids cancelled?"

5. Parent reported staff not securing wheelchair bound child properly for transport. Bus attendant not securing child properly at all.  ADA violation, IDEA violation, 504 violation
6. Bus attendant and/or driver inappropriately and illegally questioning special needs child about address and illegally, without verifying with parent or giving notification,  changed student's transportation instructions, changed parent and child address, and changed phone number to a non working phone number. All changes are violations of IEP, ADA, IDEA, 504 and Privacy
7. No Bi-lingual translators on buses or in Transportation or information in other languages to help non-English speaking parents locate or find their children when buses are late or student does not arrive at home.
8. No bus personnel on buses that are trained sign language for the deaf and hearing impaired.

II. BI-LINGUAL ISSUES

a.  No Bi-lingual staff at Welcome Center, Placement office, Transportation, Security or schools to assist with enrollment or placement in Special education classes or programs, or to assist in emergency situations for non-English speaking Spanish, Arab, Hindi, Bengali, or Hmong populations  (Discrimination, Civil Rights)
III. UNSAFE SCHOOL BUILDINGS, CLASSROOMS AND
TRANSFER OF STUDENTS WITHOUT PARENTS BEING NOTIFIED IN A TIMELY MANNER (IEP Violations, Prior Written Notice procedures violated: IDEA, ADA, 504 CIVIL RIGHTS)

The Spanish speaking population reports:
a. No Bi-lingual staff at schools to assist non-English speakers with enrollment process.
b. New security team harassing special needs students at a high school.
c. Under the imposed "Inclusion" model. Students transferred from one Academy to a High School without giving Prior Written Notice or notification in a timely manner. Parents did not understand why students were moved without their consent. Some could not find their children until they could get info from a Spanish speaking student. (IEP, Prior Written Notice violation)

2. Parents of special needs students saw mice and/or rats and reported infestation in a school that already has ADA violations on it.  Parents and students concerned about rat or mice contamination in food that is served to students. Parents and students are expected to "bear with" the fact that nothing will be done to fix the school until students are moved to a school that is being refurbished. Violations include: mice in classrooms, broken glass in a door, 16 doors that need repair, holding students back from being placed in vocational programs like commercial foods because of kitchen violations.

Parents are repeatedly told to "Call Robert Bobb." Parents have been told that "nothing can be done until construction on the refurbished building is completed." Parents repeatedly called facilities department until they sent staff to "put down more traps."

One of the questions from parents is: WHY ARE OTHER GENERAL ED STUDENTS GETTING NEW SCHOOLS OR MOVED INTO REFURBISHED SCHOOLS QUICKLY AND OUR SPECIAL NEEDS /DISABLED STUDENTS EXPECTED TO BE IN A RAT INFESTED SCHOOL?  Parents report that special needs/disabled students are illegally withheld from being placed in hands-on training and vocational programs for up to two years while construction is taking place on the re-furbished school that will not be ready until February? or March? or June? or September? 2011.

IV. DUE TO PERSONNEL / TEACHER  FIRINGS and INCLUSION: NOT ENOUGH CERTIFIED TEACHERS AND RESOURCE STAFF, RESOURCES FOR SPECIAL NEEDS CHILDREN ARE BEING CANCELLED.
1. Parent reported their school had to wait two months to get certified Special Ed Teachers
2. Under the "Inclusion" or General Ed model, special needs children are placed in overcrowded class rooms. Parents feel that overcrowding is a safety issue.
3. Parents reported student had speech therapy canceled. Some parents were told "Your child talks better than the other ones" as a reason to cancel speech therapy.
4. Parents reported that students' resources are being canceled because they "Plateaued out" or "They have gone as far as they can go with this disability" or "They have reached the highest limit they can go"
5. Non Certified assistants are reported as running classes instead of teachers.
6. Parents feel that there is general attitude and air throughout the district that there is a discriminatory "lumping together or dumping" of all special needs/disabled students into "inclusive" or general ed classes without regard to the individuality of the student or consideration of their single or multiple disability.

While some special needs children were recently reported that they like inclusive classes, most special needs children are the subject of bullying, teasing, and harassment. Many children with severe disabilities or multi-disabilities are in specialized classes and cannot be mainstreamed.

Some parents feel that their special needs children may not be able to pass new charter school curriculum standards and fear that if they don't meet AYP (annual yearly progress) the students will be further stigmatized and labeled as failures in schools labeled as failures, and dumped into overcrowded classrooms instead of being considered as being an "excellent or gifted students in an Excellent School" that is given the opportunity to have a classroom with fewer students and more individual attention from teachers.

Some parents feel that the current model of education is treating all special needs children exactly the same as if they have exactly the same learning or physical challenges, without consideration to the multitude and combination of educational challenges and needs that have to be addressed.

Many parents of special needs children are not shown respect. They are either treated and talked to badly or targeted by certain school personnel to "make their lives hell" when they complain or try to get services or IEP's completed.

One parent reported that in the past month, due to complaints about a school not scheduling IEP in a timely fashion, and, the IEP being late, staff A. TRIED TO CONDUCT AN IEP WITHOUT HER BEING PRESENT WITH JUST THE DAUGHTER, and B. LIED TO THE DAUGHTER AND TOLD HER THAT HER MOTHER CANCELED THE IEP WHEN THE MOTHER WAS IN THE PARKING LOT, and, C. THIS WEEK THEY CONVENED AN IEP WITHOUT PRIOR WRITTEN NOTICE (AT THE LAST MINUTE) WHILE THE PARENT WAS WAITING FOR RESPONSE TO A MEDIATION REQUEST BECAUSE THE IEP WAS CONTINUALLY DELAYED OR SCHEDULED AT THE LAST MINUTE.  AT ONE IEP, THEY TRIED TO GET THE STUDENT TO SIGN THE PAPER WITHOUT HER MOTHER PRESENT.

Another parent reported that her special needs child is repeatedly harassed at school by "certain staff". "Certain staff" appears to be picking on the student and stockpiling what can be construed as behavior issues that could lead to the student being expelled. This week the parent reported that the special needs student was pushed by a staff member and was injured. Case is being investigated.
...End of complaints...

The complaints you have just read came from parents who wish to remain anonymous. One of the pointst of the parents asking me to post them was to let other parents know what is going on in Detroit in hope that more parents will discuss and/or step forward with their issues. There are many people here in Detroit who would love to hear from parents in other cities just for moral support or to hear a kind word...and would love to hear from parents of special needs children in New Orleans, since Detroit is often compared with New Orleans.

In an effort to inform parents of special needs/disabled students of changes with IEP forms, other advocates and myself are scheduling workshops. On December 14, 2010 I will be at Detroit Transition Center West with parents of the East and West vocational schools for adult special needs transition students (aged 20-26) at 10:00 a.m. to discuss the changes with the IEP form, and, new forms that parents should know about. The school is located at 4800 Collingwood Street  Detroit, MI 48204-1418  between Yellowstone and Cascade Streets.

Thank you for your time today-

Judge Wendy Baxter's Opinion & Order: Detroit Public Schools, Robert Bobb & Control of Academics

Dear Readers,
Aurora Harris here....

On December 6, 2010,  regarding the case of the Detroit Board of Education vs Robert Bobb, Emergency Financial Manager for Detroit Public Schools, Case No. 09-020160 AW, Honorable Judge Wendy Baxter of the Circuit Court of the County of Wayne, ruled in favor of the Detroit Board of Education. A few days ago, I posted that I would post the legal document on this blog. However, due to the size of the document (over 60 pages long), I found that I couldn't post it. Therefore, if anyone would like a copy of the case please send an email to me at aurora917@gmail.com

With regard to the state of education in Detroit, my particular focus as a parent and advocate of an autistic person has been to bring to the forefront of discussions, whether they be at community, local and state, or academic levels, the voice of parents with special needs/disabled children and transition adults in vocational schools.

From late August through October 8, 2010, I was a member of the Detroit Public Schools Academic Transition Team with two other parents of children with special needs, and, members of the community (parents, educators, public education supporters, reform supporters, charter school supporters). During those two and a half months, the concerns and issues of parents with special needs children in the Detroit Public Schools were brought to the discussion of education during the analysis of the DPS District Plans of former Superintendent Theresa Gueyser and the Excellent Schools reform plan of EMF Robert Bobb, for the purpose of making recommendations to the Board and the new Superintendent.

During that time, if it had not been for the three of us parents with special needs children...Special Education, the certified special education teachers, and special needs students K-12, and transition students (aged 20-26) in Detroit's only two adult vocational schools for disabled adults would not have been heard.

The 16 areas that we, The Team discussed and made recommendations included the following, with input from We, the Parents and Guardians of Special Needs/ Disabled Students:

• Assumptions (address assumptions about the District)
• Vision (develop a vision statement)
• Goals of the District / Schools (...goals for the educational process and issues emanating from the experiences of the committee members)
• ISSUES/ACTIONS/ RECOMMENDATIONS TO ACHIEVE VISION AND GOALS 
• Personnel-Contract Issues
• Student Assessment
• Culture Issues
• Policies and Procedures
• Decision-Making
• Community/Parents
• Interactions  (Student/Adult Relationships and involving parents as volunteers)
• Collaboration
• Reform
• Teaching and Learning
• Safety
• Capacity
• Attendance
• Administration
• Options/Opportunities

As I participated in the discussions and analyzed the plans with attention to the District, and, concerns with Special Education and Bi-lingual education and supports, some of the things that I spoke about were:
1. Under the current climate of reform in Detroit, there is the overall appearance of invisibility of Special Education, Special Needs Students, Parents,  Certified Special Ed Teachers, Resource Support Staff, and, Bi-lingual instructors, Bi-lingual Support Staff, as if we and the laws at Federal, State, County, and Local levels that protect Special needs/ disabled children and adults do not exist. Within this appearance of invisibility are the people who have been rendered silent...people that can speak about the spectrum of disabilities that exist and their concerns with the Special needs and Bi-lingual education of our children.

On many occasions, the formula rhetoric and belief, "All we have to do is send them to school, get them educated, get them into college, get them a job" was presented without consideration to class, ethnicity, race, cultural and language differences, and spectrum of disabilities that exist.  One of the things that parents with special needs children pointed out at the meetings was the fact that there was no plan within the Excellent Schools plan that addressed the education of Special needs children, their hopes, or dreams, or independence as transitioned adults. Other than longer class hours, increasing academic achievement, or meeting Annual Yearly Progress, there was no detailed plan whatsoever...no who, what,  where, or, how to get Special needs K-12 students into post secondary vocational schools educated, working in the community, or into community colleges, colleges or universities. There was no mention of where parents could go to get assistance from the schools or the community. Therefore, it was up to us, to ensure that these things were mentioned, discussed, and included in our recommendations to the DPS Board and future Superintendent.

While I was basically reminded that "The Feds go to 21," by one of the team members (like our children in adult transition vocational schools were already eliminated or nonexistent in the Detroit District or Wayne County for that matter) whenever I mentioned concerns with our children not being trained and not being sent out to train in the community to obtain work skills, I found myself repeating and reminding people that "In Michigan, we go to age 26. Therefore, all laws that protect our children from birth to age 26 are still in effect."

While members talked about how "education had to be inclusive," I quickly pointed out that I found it ironic that while inclusion was mentioned, the exclusion of Special needs children and Special Education from discussion was practiced until we spoke up about it. I learned that in reform lingo that "inclusive" meant mainstreaming special needs students into general education classes, which many parents that I have spoken to disagree with because under the current EMF administration, there are not enough Special Ed, Resource, Bi-lingual or General Ed teachers in every school operating in the district. Most parents that I have spoken to do not want an non-certified "Ed Tech" teaching their children because they have not been trained in any area of disability.

Under the current education reform climate, there appears to be an air of "All disabled kids are the same...what they need as individuals doesn't matter, so just put them in any general education class." I mention this because in my case, with a person with Autism, there is a spectrum. Therefore, my child's Autism is not the same as Michigan Lt. Governor-elect Calley's child's Autism. That is why there is a name for the disability called AUTISM SPECTRUM DISORDER.

2. With regard to the Board being rendered powerless and/or voiceless, so are parents of Special needs children, and others from the community.  I pointed out at some of the meetings that many of our parents are not the "uncaring- uninvolved-dumb-special ed parents themselves- illiterate-undereducated" stereotype that has often been presented to me and promoted in the media as the "face" of Detroit's poor, non-working, underemployed or working class citizens. On more than one occasion, I felt that if it had not been for two other community citizens and myself feeling the need to state our academic and professional backgrounds in relation to education, higher education, politics, social work, and civic literacy,  in order to be heard or taken seriously, our voices would have continued to be ignored or talked over. Two of us told the team that we have children who are autistic.

3. Within Detroit's population of English speaking Special Needs students and their parents, exists an internal population of those who are non English Speaking and English Language Learners, particularly the Spanish, Arab, Hmong, Bengali, and Hindi speaking populations. While I was challenged on the fact that non-English speaking students are not considered "Special Ed," I brought up the fact that in many cases, non English Speaking students are often times placed into Special Education classes, and, we need more translators for both educational and safety related concerns.

4. With regard to the "75,000 existing students in DPS," I put forth to the Team, made up of those from the Educational Reform groups in favor of the Bobb Plan, and, members of the community, the fact that I disagreed with that number. As a researcher with a background in sociology and education, I disagreed based on the absence of population statistics that include both general education and special education students from the previously mentioned ethnic groups, that are also a part of the City of Detroit, that may still be sitting at home, left un-enrolled in our schools due to a. The lack of Bi-lingual staff, educators, and Resource persons to assist in the enrollment process, and, b. The lack of Bi-lingual staff to assist in explaining what Special education is to non-English Speaking parents, and, c. Feelings of helplessness, fear, and/or intimidation when faced with an enrollment process where everyone around you cannot communicate with you or your child.

Therefore, if the parents and students from those populations could be located and properly instructed in their languages about the enrollment process, Special Education, and services that are available through the District, I believe, that the District's student population would increase.

5. The Federal and State mandated removal of parental consent from Individual Education Plans after the Initial IEP, and, the implications and future effects on Special needs students, their parents, and Special Education educators.

At this point,  I will now turn my attention to the new Governor, Assistant Governor, Legislators of the State of Michigan, The Mayors, Provosts and Deans of "teacher universities, colleges and programs," and employed certified Special Education Teachers, Social Workers,  Psychologists and Resource Assistants,  to ask "market economy" questions as they relate to proposed changes of the Michigan Constitution and Detroit's City Charter...questions that I have asked constituents and colleagues:

1.  While the "Inclusion" or "General Education" model of Educational Reform is foregrounded in discussions at every level of government in the State of Michigan when it comes to Special needs/disabled students... If Michigan has a high joblessness and unemployment rate, and Special Education is eliminated in the State of Michigan, wouldn't the elimination of that area of education create more unemployment as it relates to professors in universities and colleges that specialize in Education or have programs that teach people how to become teachers in the area of Special Education? 

2. What will teachers or educators who are certified as Highly Qualified Special Education Teachers do when they are fired from their jobs, lose their health benefits, retirement or pension funds?

3. What will the Special Education Social Workers and Psychologists or ""Psyche Evaluation Teams" do when they are fired from their jobs?

 4. Who will the State of Michigan and City of Detroit be hiring to replace those who are experienced in every or most or some areas of special need / disability; and have certification; and are qualified to teach, counsel, or render a social, psychological,  or educational opinion about Autistic Spectrum Disorder, Sight Impairment, Speech Impairment,  Hearing Impairment, wheel chair bound students, or disabilities across the board?

5. As a parent of guardian of a special needs / disabled child, who do you want teaching your children?

6. As a parent or guardian of a special needs/ disabled child or children, regardless of your age, sex, education level, etcetera, do you know how to educate your child yourself or know the laws so that you can advocate effectively on behalf of your child?

7.  As a parent or guardian of a special need/disabled child are you economically sound enough, "liquid enough," or wealthy enough to take on the responsibilities of educating your child at home and providing the support services that your child needs, or, hiring someone who can? For aunts, uncles, elder grandparent or great grandparent caretakers, how much time do you really have to seek out support services or train your transition adult in employable skills?

Overall, the things that I have mentioned, are things that I feel parents and guardians of special needs children should be thinking about or discussing. All of these things I have brought to your attention today are things that I feel can open up areas of legal study and discussion for any parent, student, or educator to investigate in relation to discrimination and violations of IDEA, American Disability Act, 504, Civil Rights, Human Rights, Mental Health Recipient Rights, and, other laws, amendments and mandates... the history of reasons...the why and how, during the past and existing administration under an EMF or State takeover, the many things in Detroit's School District that led to continued non-compliance as we know and experience today, how an elected Board can be rendered null, and how an entire population of special needs students, their parents, and educators, are rendered invisible and voiceless within the current climate of education reform in Detroit.

In conclusion, while I feel that the effort to eliminate special education in the State of Michigan and Detroit is underway, I would like to remind everyone that special needs and disabilities cut across all political party lines. Please see Fox 2 News: http://www.myfoxdetroit.com/generic/health/healthworks_autism

Calley Fighting for Kids with Autism

Michigan's Lt. Governor-elect Brian Calley is in favor of autism insurance reform in the state. He joined FOX 2's Deena Centofanti Friday morning to share his family's story and give reasons why the change is needed.

Community News: Detroit School Board Case Against Robert Bobb

With permission from the writer that contributes to our Detroit Grassroots News Network. Court case document will be posted later.

On Mon, Dec 6, 2010 at 6:38 PM, Russ Bellant wrote

Subject: Granholm/Bobb lose-Baxter decision attached To: Date: Monday, December 6, 2010, 6:35 PM Attorney Joyce Schon sent this PDF of the ruling by Judge Wendy Baxter on the Board v. Bobb suit over the division of powers. Schon one of the members of the legal team that represented the Board in this lawsuit; it should be restated that Schon, George Washington, Shanta Driver, et. al. fought this lawsuit for free, supported only by a fundraiser organized by teachers led by Luciana Simpkins last summer. Board President Anthony Adams, who strengthened the Board's legal fight, quickly changed his work plans today to arrive at the Court to get the opinion and call for a special Board meeting for tomorrow so that the Board can begin to take immediate action. He was joined by member Carol Banks. Joyce says that this ruling is especially significant in its critique of the market model of education imposed by Bobb on pp 33-34, which she says is the first in the nation. She called it "a serious blow to the national campaign to charterize and privatize public education. It is the first decision that recognizes the destructive market place plan to turn children to products." She called for reuniting students, parents and the community to defend public education. Baxter upheld the legal right of Bobb to terminate parent liaisions, close schools but held that the Board has clear policy making role in academic governance and education programming. It appears that the Board's power will stop short of keeping schools open even if the closing has an adverse effect on a unique education program. The decision does not deal with Bobb's perjury during his testimony and it is unclear which legislation she refers to in page 5. I asked two engaged state reps and they did not know either. This decision is welcome and is not only a repudiation of Bobb but of Granholm, who encouraged, defended and rewarded Bobb for the usurpation of power he exercised in coordination with her. Bobb wilfully ignored the law ( see pp.28 & 29), Baxter points out. Granholm was party to that unlawful activity. The decision is silent on the restoration of appropriate staff to the control of the Board and appears (to a layman) to complicate the Board's ability to hire a Superintendent. Bobb has a search process in place for a Superintendent, Chief Academic Officer and CFO. The Board will have to review that process in light of this decision to see how much decision making Bobb should have in this matter.

--
"Detroiters for Dignity and Democracy"

On African American Boys and Special Education by Aurora Harris

Good Morning Everyone.

It is 9:00 a.m. and this morning at Marygrove College, there is a symposium taking place called "Boys of Color, Perilous Times." As an advocate for an autistic student in a Detroit Transition Center, I decided to conduct research concerning the often overlooked and/or forgotten issues and concerns pertaining to the population of special needs / exceptional African American males, aged birth to 26.

In the past, as a guest speaker on diversity and race relations panels, I shared with the audience the discovery of articles by researchers, parents, educators, and psychologists that studied or discussed the fact that African American male students are often labeled as learning disabled, dysfunctional, retarded, or impaired by teachers and psychological teams.  In addition to that fact, many children born with disabilities do not experience "early detection" that includes testing and diagnosis early enough...detection that puts parents and guardians on a life long journey of seeking and providing medical, educational, social, and economic supports.

Concerning Autism and Autism Spectrum, and, not having early detection,  I shared my own story. My family member was not diagnosed until he was almost 7 years old by the school. When he was three years old I watched him, wrote down the behaviors I saw, and drove to Wayne State University to search for information that matched the symptoms. When I took him to various doctors, clinics and psychologists, and told them, "I believe he is autistic," I was told, "He has too many behaviors. He is too young to be given diagnosis." He was placed in Emotionally Impaired classrooms until someone in a school area office found his file and called me to let me know that he was too far overdue for an IEP. After I had met with three schools and their teams to bring into compliance the IEP's, I finally received a proper diagnosis of Autism.

From not receiving early detection, it was up to me to keep advocating for my nephew. In my case, a school psychologist or social worker who saw his file collecting dust on desk... a person who remembered our names and took a chance to call the phone number in the file, was what led to my nephew getting a proper diagnosis.  Other information that I shared with the audience concerning African Americans and Autism came from Child-Autism-Parent-Cafe.com (  http://www.child-autism-parent-cafe.com/african-americans-and-autism.html )http://www.child-autism-parent-cafe.com/african-americans-and-autism.html .

When we talk about the historical treatment or regard of African American boys, if they are not born with a special need /disability, it appears that they are assigned one. If they are born with a special need / disability, then they are forgotten or rendered invisible after being cast into the systemic and institutionalized socio-economic net of factors and myths that prevent parents or guardians from gaining access to the supports that they need. I mentioned myths because in an effort to understand what my family member experiences,  I find the myths in the information that I collect concerning autism and autism spectrum disorder. It is through these materials... articles, studies, and websites, that I get to see what the common myths are. For information on learning disabilities and myths see the Introduction to Learning Disabilities at the National Association of Special Ed Teachers website at  http://www.naset.org/2522.0.html

As some of our parents in Detroit know, the parents of children and students with special needs / disabilities along with their parent involvement efforts are often excluded from discussions and conferences that explore the plight of African American males.  The discussion of African American male experiences in K-12 special ed and adult transition centers are often non-existent, unless you are attending a group meeting or conference that is specifically geared to this population of students.

While reflecting on how African American special needs and general education students are excluded, I remembered being in graduate school and being a part of two African American Male conferences.  I was a facilitator at a conference that was held in Detroit at Greater Grace Church by one of my colleagues, Dr. Jelani Jabari of Pedagogical Solutions. The other conference was held at Eastern Michigan University. I also remembered talking to other educators and students about some of the things that keep African American males (with and without special needs/ disabilities) from achieving and how we could increase the educational opportunities of special needs students.

One of the things that I remember from one of the conversations was how parents or family members are often blamed for not participating in their male student(s) lives or they are blamed for creating a situation at home that "leads to" non-disabled African American male students being diagnosed or labeled disabled, cognitive or emotionally impaired, or having any level of mental retardation, or autistim. I could not believe that I was hearing that one's family dynamics or social setting is the sole reason that creates a biological or physical disability or impairment after a child is born and goes off to school. In my world, a child that acts out one or two times does not suddenly become biologically impaired, mentally retarded, or autistic because two parents or one parent are considered or judged to be poor, the working poor, illiterate, or undereducated.

I mention this because in 2010, as I embark on my journey with DPS- WRESA Special Education Parent Advisory Committee members to locate the parents of special needs / disabled students in the Detroit Public Schools District, I have found on several occasions that I am faced with continued statements of blame, bias, discrimination, disdain, and exclusion directed at parents, guardians, and special needs/ disabled students.  To be quite frank, when I ask, "How can we find the parents?"  I am told things like, "The parents are special ed folks themselves," or "The parents are ignorant, illiterate or mentally impaired themselves,"  or " Special Ed is for gifted and talented only." As an advocate, my continued response is, "Every and All parents of special needs / disabled students do not fit those negative descriptions" and" If Special ed is believed to be for gifted and talented or excellent students only, then what happens to my child and others who do not fit that description?" In many instances, I  receive a blank stare or silence as a response.

At this time I would like to share with you an article from educator Pedro Noguero called "The Trouble with Black Boys" ( http://www.inmotionmagazine.com/er/pntroub1.html  ). The article in its entirety can be found by clicking on the link. The article discusses many of the factors that keep African American males from achieving in school. For example, Dr. Noguero stated that:

A vast body of research on children in poverty shows that impoverished conditions greatly increase the multiplier effect on risk variables (i.e. single parent household, low birth weight, low educational attainment of parents, etc.).(23) Poor children generally receive inferior services from schools and agencies that are located in the inner-city, and poor children often have many unmet basic needs. This combination of risk factors makes it is nearly impossible to establish cause and effect relationships among them. For example, research has shown that a disproportionate number of poor children suffer from various sight disorders.(24) Throughout the country Black children are over represented in special education programs; and those most likely to be placed are overwhelmingly Black, male and poor.(25) However, the disabilities experienced by children are often related to poverty, rather than a biological disorder. For example, because poor children often lack access to preventative health care, their untreated vision problems are inaccurately diagnosed as reading problems and as a consequence, large numbers are placed in remedial and special education programs.(26)

The situation in special education mirrors a larger trend in education for African Americans generally, and males in particular. Rather than serving as a source of hope and opportunity, schools are sites where Black males are marginalized and stigmatized.(27) Consistently, schools that serve Black males fail to nurture, support or protect them. In school, Black males are more likely to be labeled as behavior problems and less intelligent even while they are still very young.(28) Black males are also more likely to be punished with severity, even for minor offenses, for violating school rules;(29) often without regard for their welfare. They are more likely to be excluded from rigorous classes and prevented from accessing educational opportunities that might otherwise support and encourage them.(30) 

* Source: Nouguero, 2002, In Motion Magazine,  http://www.inmotionmagazine.com/er/pntroub1.html

While the plight of African American males is the subject of the day, as a reminder to conference, symposium, or group discussion planners, I say: " Be inclusive. Don't forget to include in future discussions our special needs / disabled students, their life and educational experiences, and the parent involvement experiences of the parents and guardians. "


Aurora Harris

Welcome Detroit Parents with Special Ed Students

To All Detroit Parents with Special Ed students!

My name is Aurora Harris and I am an advocate for a relative who is Autistic. I have an M.A. in Social Foundations of Education. Lakeya Martin, our partner blogger and co-editor, has an A.A., and, also has a child with Autism. As members of parent groups that advocate on behalf of students with special needs in Detroit, we have spoken to many parents that have children with disabilities. We found that in the City of Detroit, parents either do not have access to or are not receiving information pertaining to special education, services, laws, and changes in laws at the Federal or State levels that affect children and parents' rights. We (the parents that contribute to this blog) are in agreement that the purpose of this blog is to provide an INTERCULTURAL and INCLUSIVE COMMUNITY space, and, information that encourages parents' learning and continued participation in their disabled childrens' lives (ages birth through 26 in the State of Michigan) through the acquisition of knowledge about:

1. Your legal rights, 2. The IEP and Special education in general, 3. Federal and State laws; 4. Advocacy groups in the State of Michigan and other states, 5. Educational trends within the United States; 6. Workshops by community agencies, centers, and parent groups that by Federal law are to have 1. "A board of directors- the majority of whom are parents of children with disabilities ages birth through 26" and 2. "Has a mission serving families of children with disabilities," and, abides by the laws that protect the rights of disabled persons; and, 7. Participating through the expression of personal experiences with special needs children and special education in the form of letters, creative writing, and poetry.

The advocacy links that are added to this blog are submitted by parents that have either been involved with the groups or agencies or they received helpful information from them. As a parent and independent researcher, some links are added from my research interests concerning autism, law, advocacy, and diversity. This site serves as an INFORMATION SITE. Views and opinions of other agencies or groups that appear on this blog may not be in agreement with yours, mine, or the parents that contribute to this blog. Lakeya, the parents contributing to this blog, and I do not provide legal or medical advice. It is up to each reader of this blog to read through the materials and make your own informed decisions regarding what information is helpful for you.

You will find links to information pertaining to various advocacy agencies, meetings, and workshops that are being scheduled in Detroit; parents' concerns, personal stories of parents and students; and hopefully more links to resources that are in Arabic, Spanish, Bengali, Hindi, and Hmong. Parents are encouraged to email us so that we can get your contributions added. All letters, stories, or poems submitted by parents and students are considered the copyrighted materials that they want published, copied, and circulated to others, and, they have the right to submit or withdraw what is posted at anytime by sending me or Lakeya a request to the emails listed below. We are not responsible for any links to websites that do not work.

On September 9, 2010 the Detroit Board of Education appointed parents with special ed students currently in a Detroit Public Schools as members to the Detroit Public Schools Special Education-Wayne RESA Parent Advisory Committee to serve for 3 years. Seated voting members of the PAC that are representing the District at the County level are: Frances Williams, Lakeya Martin, Verna Brocks, Celena Barnes, and Tamara Howard. The alternates are Aundra Bomar, Aurora Harris, Eileen Gordon-King, and Julia Hernandez. See September 9, 2010 DPS Board minutes at:

http://detroitk12.org/board/resources/documents/index/meeting_minutes/

Two basic purposes of the Detroit Special Ed-Wayne RESA Parent Advisory Committee are:


1. To advise the Detroit Board of Education on matters pertaining to special education as it relates to the DISTRICT

2. To fulfill those responsibilities designated in Rule 340.1838 Michigan Administrative Rules for Special Education Supplemented with IDEA Federal Regulations, April 2009, that states that the representatives "shall consist only of parents of students with disabilities with at least 1 parent from each constituent local school district and public school academy. The PAC also facilitates communication, awareness, and involvement between parents, local districts, Boards of Education/Boards of Directors and the Intermediate School District.

Sincerely,

Aurora Harris and Lakeya Martin
aurora917@gmail.com
lakeyamartin@ymail.com

SOME LINKS ARE ACTIVE- JUST CLICK ON THEM AND DOWNLOAD!
STATE OF MICHIGAN RULES FOR PARENT ADVISORY COMMITTEES:
Rule 340.1838. (Please make a note that at the county level- Wayne-RESA, because the Detroit School District is the largest in the State, we have 5 voting members and 3 Alternates that were appointed by the DPS Board of Education).

(1) A parent advisory committee shall be appointed by each intermediate school district board.

(a) The parent advisory committee and its officers shall consist only of parents of students with disabilities with at least 1 parent from each constituent local school district and public school academy unless no parent agrees to serve on the parent advisory committee to represent the constituent local school district or public school academy.

(b) Each constituent local school district board of education and each public school academy board of directors shall nominate at least 1 parent.

(c) The intermediate school district board of education may nominate additional members not to exceed 33 1/3% of the total parent advisory committee membership.

(2) The intermediate school district board of education shall make every attempt to assure that all types of impairments and all identifiable organizations of parents of students with disabilities within the intermediate school district are represented on the parent advisory committee.

(3) The intermediate school district board of education may recommend operational procedures for parent advisory committee review and adoption.

(4) The intermediate school district shall secure or allocate fiscal and staff resources to the parent advisory committee to make it efficient and effective in operation.

(5) The parent advisory committee is responsible for determining and documenting,in writing, the organizational structure of the committee, including all of the following:

(a) Officers and their responsibilities.
(b) Meeting times.
(c) Notice of meeting times.
(d) Voting procedures.
(e) Terms of office.
(f) Related matters

INFORMAL DISPUTE AND MEDIATION INFO IS AT:
http://www.cenmi.org/Documents/FocusonResults/FocusonResultsDetails/tabid/79/articleType/ArticleView/articleId/498/Resolving-Special-Education-Disputes-Special-Education-State-Complaint-Procedures.aspx


3. REGARDING FILING COMPLAINTS by the Michigan State Board of Education Superintendent: STATE COMPLAINTS

R 340.1851 Filing a state complaint.

Rule 151. (1) A state complaint, meeting the requirements of 34 CFR § 300.153, shall be filed with the department and a copy forwarded to the public agency that is the subject of the state complaint.
(2) A state complaint shall be filed with the department within 1 year of the date of the alleged violation.
(3) A state complaint shall be delivered to the department and the public agency by mail, by fax, or by hand.
(4) Any person acting on behalf of a complainant shall provide evidence of that authority.

R 340.1852 General responsibilities of public agencies, intermediate school districts, and the department.
Rule 152. (1) All public agencies shall receive allegations of violations of state or federal regulations pertaining to special education. When an allegation is made orally, the recipient public agency may take formal or informal action as necessary to resolve the situation in compliance with applicable provisions of law, but, at a minimum, shall immediately do all of the following:

(a) Inform the person making the allegation that he or she has a right to file a written state complaint with the department.
(b) Inform the person making the allegation that the filing of a state complaint may be delayed so that mediation or other informal resolution may be attempted. The right to file a state complaint is retained if the informal attempts to resolve the concern in a timely manner are unsuccessful.
(c) Provide the person making the allegation with a copy of part 8 of these rules and the department's procedures pertaining to state complaints.
(d) Offer to assist the person in filing a state complaint.

(2) All public agencies shall have procedures to receive state complaints.
(3) If requested, the intermediate school district shall assist a person in writing a state complaint.
(4) When a state complaint is filed, the department shall provide the complainant with all of the following: (a) A copy of part 8 of these rules. (b) A copy of the procedures established by the department pertaining to state complaints. (c) A copy of the procedural safeguards notice. (d) Information regarding mediation.
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R 340.1853 Investigation, report, and final decision of a state complaint.

Rule 153. (1) The department and the intermediate school district shall investigate state complaints pursuant to part 8 of these rules, procedures established by the department pertaining to state complaints, and the federal regulations implementing the individuals with disabilities education act. The department may independently initiate and investigate a state complaint.
(2) The intermediate school district shall appoint a staff member, or contract with an independent agent, to conduct the investigation with the department. The intermediate school district investigator shall not have administrative authority over programs or services against which a state complaint is filed.
(3) The public agency shall cooperate with the department and the intermediate school
district during the conduct of the investigation, including submitting documents requested by the intermediate school district or the department.
(4) The department, during the pendency of the state complaint, shall require any public agency against which the complaint was lodged to maintain the educational status, program placement, and services of an involved student as it was before the complaint if, in the judgment of the department, not doing so constitutes a violation of the student’s due process protections.
(5) The department shall issue a final written decision within 60 calendar days after a complaint is filed.
(6) The department may grant an extension of time if exceptional circumstances exist with respect to a particular state complaint. A denial of an extension request is final.
(7) The department shall mail the final written report to the complainant, any public
agency subject to the state complaint, and the intermediate school district.

R 340.1854 Corrective action and proof of compliance.

Rule 154. (1) The public agency shall correct violations as directed by the department.
(2) The intermediate school district shall assist the public agency in monitoring the
progress of the corrective action.
(3) The public agency shall submit proof of compliance to the department and the
intermediate school district documenting that the violation is corrected within the time line specified in the corrective action.

R 340.1855 Failure to comply with corrective action in a timely manner; sanctions.

Rule 155 (1) If a public agency fails to correct known violations of law in a timely manner,or fails to cooperate with the department or the intermediate school district during the conduct of its investigation, or presents known falsification of fact, or continues repetition of similar violations, the department shall do 1 or more of the following:
(a) If the public agency in violation is a local school district or a public school
academy, then the department shall direct the intermediate school district to provide
complying programs and services pursuant to section 1702 of 1976 PA 451, MCL 380.1702.
(b) If the public agency in violation is an intermediate school district, the department may withdraw the authority of the intermediate school district to operate a program that is in noncompliance and simultaneously require the public agency of residence to place the affected student or students in an appropriate program.
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(c) Withhold federal funds under part B of the individuals with disabilities education act, 20 U.S.C. chapter 33, §1400, et seq.
(d) Apply other penalties under 1976 PA 451, MCL 380.1.
(e) Withhold state funds under 1979 PA 94, MCL 388.1601, or any other governing
statute.
(f) Withhold, withdraw, or suspend such endorsements, approvals, credentials, grants, or authorizations pertaining to special education personnel or projects that the department, or its designee, had authority to grant as authorized by, and in accordance with, the procedures required by law.
(g) Seek enforcement of the corrective action in a court of appropriate jurisdiction.