Children are our priority. Ensuring their needs are met is our goal.
Teachers will engage with student to ensure student understands and accurately records all assignments in student’s planner.
Now imagine attending an IEP meeting at which this goal is being discussed. You push for more details, but the staff member helming the meeting insists that engage means the following:
“It’s not that they’re waiting for to come to them. They’re going to engage with .”
What could go wrong?
DOJ claims “Maine administers its behavioral health service system for children in a manner that gives the families and guardians of these children no meaningful choice other than institutions.” The result is hundreds of children segregated from their communities, “miss the chance to wake up in their own beds, to develop bonds with family and friends, and to go to school with their siblings and peers.”
In addition, they provide descriptions of the medical conditions and examples of how the conditions can affect a student’s experience in school.
DOJ determined Fulton County Schools “failed to adequately train its employees on responding to student-on-student Sexual Misconduct and lacked clearly defined policies and procedures (including with respect to roles and timelines) for investigating student-on-student Sexual Misconduct and for considering the impact of a student’s disabilities on their ability to consent to sexual activity during such investigations; and failed to offer students adequate supportive measures, ensure that students’ disabilities are effectively accommodated, and effectively communicate with students and their families.”
DOJ determined Utah is violating ADA “by unnecessarily segregating youth and adults with intellectual and developmental disabilities (I/DD) during the day, instead of helping them find work and spend their days in their communities.” In addition, it found that gaps in Utah’s transition service system put students transitioning out of children’s services “at serious risk for unnecessary segregation in these settings”, because the students “enter adulthood without the experiences or the services they need to live fully integrated adult lives.”