Saturday, December 3, 2011
Thursday, August 18, 2011
The Tragedy in Kensington
MCPS and Vulnerable Families
A tragedy recently occurred in Kensington, Maryland. Local media reported that Margaret Jensvold, a psychiatrist, murdered her son Benjamin (who was reportedly diagnosed with Apersger's Syndrome) and then committed suicide. Dr. Jensvold's ex-husband told the Gazette:
Benjamin had complained he was picked on and bullied at Hoover Middle School, but Montgomery County Public Schools would not cover the expense of sending Benjamin to Ivymount, something Barnhard said could have led to Jensvold’s breakdown.
“She was frustrated and devastated by what was happening with the school system and the rejection of the assistance that she needed to get Ben into Ivymount,” he said. “She couldn’t bear to see him face the pain and the torture and the torment that he received [at Hoover].”
An article in the Washington Post contained a similar, sad story:
Bob Baum, who represented Jensvold in her divorce, said his client was constantly fighting with the public school system over her son’s education.
“She had just this list of horror stories about how they would have IEP meetings and they wouldn’t invite her. If she would come to a meeting, they wouldn’t let her talk,” Baum said. “There’s probably nothing more frustrating in her life than dealing with Montgomery County public schools.”
************************
This tragedy has hit way too close to home for many reasons. Fifteen years ago, I saw Dr. Jensvold, who helped me manage the post-traumatic stress of our own dispute and due process hearing with MCPS over our son's placement. Luckily, back in 1995, we prevailed, and our son with autism was subsequently enrolled at Ivymount School, where he spent the next 14 years. But the stresses back in 1995 didn't have anything to do with the fact that our son had autism: it was a direct result of shitty treatment by the MCPS administrators who had never laid eyes on our child.
Instead of helping us, MCPS threw obstacles in our path, denied information to us, denied listed IEP services to our son, lied to us, lied to the hearing examiner, and finally admitted that they "knew at the time when they didn't have staff that they would not be able to provide the services" that our child needed.
The hellish treatment that MCPS put our family through, and has put other families through for the past 15 years has been the direct cause of my determination to be an advocate for other families embroiled in the same nightmare, and played a large part in both my husband's and my decision to run for Board of Education. I have known and represented too many families that MCPS has pushed to the breaking point, and can say with first hand knowledge that some of those families have been irretrievably broken. Families of children with severe disabilities are vulnerable, and you can't predict how they will react if they are kicked when they are down. Our family reacted by fighting back. Unfortunately Dr. Jensvold reacted in a tragic, tragic way.
During my 15 years of advocacy for special education families, I would have to say that the overwhelming majority of folks working in special education are kind, caring, and want to do the right thing. But the decisions aren't always made by people in special education, or even people who have first-hand knowledge of the child. The MCPS budget director, for example, has on multiple occasions stated that he views special education litigation against families as a deterrent to keep other families from requesting what their children need. And certainly long-timers remember when MCPS's senior attorney went to a national conference and mocked Montgomery County special education children and families.
It only takes a few mean-spirited people, or people more interested in getting the next promotion up the MCPS ladder than in serving disabled children, to cause damage to families that will take years to heal. Unfortunately, this Kensington family won't get that chance. Dr. Jensvold was ultimately responsible for her own actions, but let's not deny the role that this family's disputes with MCPS may have played.
A tragedy recently occurred in Kensington, Maryland. Local media reported that Margaret Jensvold, a psychiatrist, murdered her son Benjamin (who was reportedly diagnosed with Apersger's Syndrome) and then committed suicide. Dr. Jensvold's ex-husband told the Gazette:
Benjamin had complained he was picked on and bullied at Hoover Middle School, but Montgomery County Public Schools would not cover the expense of sending Benjamin to Ivymount, something Barnhard said could have led to Jensvold’s breakdown.
“She was frustrated and devastated by what was happening with the school system and the rejection of the assistance that she needed to get Ben into Ivymount,” he said. “She couldn’t bear to see him face the pain and the torture and the torment that he received [at Hoover].”
An article in the Washington Post contained a similar, sad story:
Bob Baum, who represented Jensvold in her divorce, said his client was constantly fighting with the public school system over her son’s education.
“She had just this list of horror stories about how they would have IEP meetings and they wouldn’t invite her. If she would come to a meeting, they wouldn’t let her talk,” Baum said. “There’s probably nothing more frustrating in her life than dealing with Montgomery County public schools.”
************************
This tragedy has hit way too close to home for many reasons. Fifteen years ago, I saw Dr. Jensvold, who helped me manage the post-traumatic stress of our own dispute and due process hearing with MCPS over our son's placement. Luckily, back in 1995, we prevailed, and our son with autism was subsequently enrolled at Ivymount School, where he spent the next 14 years. But the stresses back in 1995 didn't have anything to do with the fact that our son had autism: it was a direct result of shitty treatment by the MCPS administrators who had never laid eyes on our child.
Instead of helping us, MCPS threw obstacles in our path, denied information to us, denied listed IEP services to our son, lied to us, lied to the hearing examiner, and finally admitted that they "knew at the time when they didn't have staff that they would not be able to provide the services" that our child needed.
The hellish treatment that MCPS put our family through, and has put other families through for the past 15 years has been the direct cause of my determination to be an advocate for other families embroiled in the same nightmare, and played a large part in both my husband's and my decision to run for Board of Education. I have known and represented too many families that MCPS has pushed to the breaking point, and can say with first hand knowledge that some of those families have been irretrievably broken. Families of children with severe disabilities are vulnerable, and you can't predict how they will react if they are kicked when they are down. Our family reacted by fighting back. Unfortunately Dr. Jensvold reacted in a tragic, tragic way.
During my 15 years of advocacy for special education families, I would have to say that the overwhelming majority of folks working in special education are kind, caring, and want to do the right thing. But the decisions aren't always made by people in special education, or even people who have first-hand knowledge of the child. The MCPS budget director, for example, has on multiple occasions stated that he views special education litigation against families as a deterrent to keep other families from requesting what their children need. And certainly long-timers remember when MCPS's senior attorney went to a national conference and mocked Montgomery County special education children and families.
It only takes a few mean-spirited people, or people more interested in getting the next promotion up the MCPS ladder than in serving disabled children, to cause damage to families that will take years to heal. Unfortunately, this Kensington family won't get that chance. Dr. Jensvold was ultimately responsible for her own actions, but let's not deny the role that this family's disputes with MCPS may have played.
Tuesday, January 18, 2011
Improving Education for Students on the Autism Spectrum
Complete Tesimony by Staci Dadonna to the Maryland Commission on Autism
The Maryland Commission on Autism
Public Comment Presented on January 11, 2011
Good morning. My name is Staci Daddona. I am the mother of a ten-year-old boy with Asperger’s Syndrome, and the president of Partnership for Extraordinary Minds, a nonprofit in Montgomery County, Maryland dedicated to improving the educational experiences and outcomes of diploma-bound students on the autism spectrum. I appreciate the opportunity to speak to you today and I’d like to thank the Governor for his leadership in appointing the Commission, as well as all the members for their hard work on a complicated issue.
You’ve heard for more than a year, about myriad needs for individuals with autism. I recognize that the wish list is lengthy, but funding is scarce; however, I’m here to add to that wish list.
Nationally, autism dialogue is moving from early intervention to the lack of supports for adults across the autism spectrum, largely ignoring thirteen valuable years in between—the foundational years when most children are enrolled in public schools. I’m disheartened by the absence of a workgroup within this commission to identify needs and goals specifically for public education. The assumption seems to be that whatever is being done is sufficient, and that a crisis appears when the students age out of the public education system at 21.
What can/should schools be doing to make the experiences and outcomes better for students on the autism spectrum?
1. The definition of what constitutes an appropriate education must go beyond academics for these children, based on research about the core deficits including social communication and relationship development, emotional regulation, cognitive flexibility, and executive functioning. How well these deficits are remediated will have as profound an impact (if not more) on the independence of adults with autism as their academic work. And while the amount of remediation possible will be unique to each individual, these are known deficits across the spectrum and must be considered for all students on the spectrum, though to varying degrees.
Of course, school systems are required by law to provide children with special needs a “free appropriate public education... designed to meet their unique needs and prepare them for further education, employment and independent living.” But the federal courts won’t or can’t define more clearly what is "appropriate," and so it continues to be argued. And while the federal courts may be mired on the issue, states have more latitude to define it.
2. School systems must develop mandatory training for principals, teachers and staff to understand the entire spectrum of autism disorders, including PDD-NOS and Asperger’s Syndrome. This is especially important given the national mandate for inclusion. Comprehensive research has been available for more than 10 years. Additionally, systems must be required to support their principals, teachers, and staff to understand and use the research to develop relevant, timely training. An excellent starting point is the report completed in 2001 by the National Research Council: Educating Children with Autism, available free online at the National Academies Press website.
Autism is a complex and variable disorder that can look like many other diagnoses, but it requires targeted instruction and intervention strategies to appropriately address the core deficits. When school staff use ineffective strategies, they do so to the emotional and functional detriment of the child. Staff need to understand and appreciate the amount of emotional energy required by these children to merely attend to instruction in an environment that is highly stressful to them.
3. School systems need well-trained support teams that can accurately identify students across the autism spectrum and respond in a timely manner when a child’s emotional and behavioral challenges begin to consistently disrupt their education.
There is so much more to educating our children than consequencing inappropriate behavior, but this is often the only tool teachers have in their toolbox. All staff would benefit from training in positive behavior supports to directly teach students appropriate coping strategies.
4. School systems must be held accountable. How can a public system know whether its programs are effective if they are never objectively evaluated? Using available research, determine which criteria will be used to evaluate the success of students on the autism spectrum and require periodic evaluations. System-wide evaluations will help determine which staff are effective and why so their efforts can be replicated.
In conclusion, I’d like to quote State Superintendent of Schools, Nancy Grasmick, who said in a March 2010 press release announcing autism awareness month, "Early intervention and educational services are key to helping children with autism. By putting a spotlight on the disorder, we believe that more parents and families will find the resources they need." In order for families to find the resources, they first need to exist, and children across the spectrum, including those with Asperger’s Syndrome, need to be allowed to access them. Thank you.
To learn more about the Partnership for Extraordinary Minds, CLICK HERE.
The Maryland Commission on Autism
Public Comment Presented on January 11, 2011
Good morning. My name is Staci Daddona. I am the mother of a ten-year-old boy with Asperger’s Syndrome, and the president of Partnership for Extraordinary Minds, a nonprofit in Montgomery County, Maryland dedicated to improving the educational experiences and outcomes of diploma-bound students on the autism spectrum. I appreciate the opportunity to speak to you today and I’d like to thank the Governor for his leadership in appointing the Commission, as well as all the members for their hard work on a complicated issue.
You’ve heard for more than a year, about myriad needs for individuals with autism. I recognize that the wish list is lengthy, but funding is scarce; however, I’m here to add to that wish list.
Nationally, autism dialogue is moving from early intervention to the lack of supports for adults across the autism spectrum, largely ignoring thirteen valuable years in between—the foundational years when most children are enrolled in public schools. I’m disheartened by the absence of a workgroup within this commission to identify needs and goals specifically for public education. The assumption seems to be that whatever is being done is sufficient, and that a crisis appears when the students age out of the public education system at 21.
What can/should schools be doing to make the experiences and outcomes better for students on the autism spectrum?
1. The definition of what constitutes an appropriate education must go beyond academics for these children, based on research about the core deficits including social communication and relationship development, emotional regulation, cognitive flexibility, and executive functioning. How well these deficits are remediated will have as profound an impact (if not more) on the independence of adults with autism as their academic work. And while the amount of remediation possible will be unique to each individual, these are known deficits across the spectrum and must be considered for all students on the spectrum, though to varying degrees.
Of course, school systems are required by law to provide children with special needs a “free appropriate public education... designed to meet their unique needs and prepare them for further education, employment and independent living.” But the federal courts won’t or can’t define more clearly what is "appropriate," and so it continues to be argued. And while the federal courts may be mired on the issue, states have more latitude to define it.
2. School systems must develop mandatory training for principals, teachers and staff to understand the entire spectrum of autism disorders, including PDD-NOS and Asperger’s Syndrome. This is especially important given the national mandate for inclusion. Comprehensive research has been available for more than 10 years. Additionally, systems must be required to support their principals, teachers, and staff to understand and use the research to develop relevant, timely training. An excellent starting point is the report completed in 2001 by the National Research Council: Educating Children with Autism, available free online at the National Academies Press website.
Autism is a complex and variable disorder that can look like many other diagnoses, but it requires targeted instruction and intervention strategies to appropriately address the core deficits. When school staff use ineffective strategies, they do so to the emotional and functional detriment of the child. Staff need to understand and appreciate the amount of emotional energy required by these children to merely attend to instruction in an environment that is highly stressful to them.
3. School systems need well-trained support teams that can accurately identify students across the autism spectrum and respond in a timely manner when a child’s emotional and behavioral challenges begin to consistently disrupt their education.
There is so much more to educating our children than consequencing inappropriate behavior, but this is often the only tool teachers have in their toolbox. All staff would benefit from training in positive behavior supports to directly teach students appropriate coping strategies.
4. School systems must be held accountable. How can a public system know whether its programs are effective if they are never objectively evaluated? Using available research, determine which criteria will be used to evaluate the success of students on the autism spectrum and require periodic evaluations. System-wide evaluations will help determine which staff are effective and why so their efforts can be replicated.
In conclusion, I’d like to quote State Superintendent of Schools, Nancy Grasmick, who said in a March 2010 press release announcing autism awareness month, "Early intervention and educational services are key to helping children with autism. By putting a spotlight on the disorder, we believe that more parents and families will find the resources they need." In order for families to find the resources, they first need to exist, and children across the spectrum, including those with Asperger’s Syndrome, need to be allowed to access them. Thank you.
To learn more about the Partnership for Extraordinary Minds, CLICK HERE.
Thursday, January 6, 2011
Sue Katz Miller: Seven Resolutions
Sue Katz Miller's article from one year ago is important reading TODAY! Her seven suggested resolutions should be required reading for our current (and future) Board of Education! Read the whole article HERE.
Read the whole article HERE.
(p.s. This year Jerry Weast is asking for 62.3% of the county budget!)
School Scene: Better Schools, in a Bad Budget
By blogpop on January 13, 2010 4:07 PM
Seven Resolutions for the New Decade
by Sue Katz Miller
The end of a decade provides a crucial opportunity to "stop and think," in the immortal words of one school anti-bullying program. Every year at this time, Montgomery County Public Schools (MCPS) Superintendent Jerry Weast asks for half of the county budget for our schools. This year, huge shortfalls are predicted in the wake of the recession, and Weast has, as he does each year, threatened painful cuts designed to stimulate parent demands for full funding of his proposed schools budget.
But some of us have lost patience with what appears to be emotional manipulation in order to fund a budget heavy on central office expenses. In addition to the new decade, we have substantive reasons to step back now and take a look at where our schools are heading.
Read the whole article HERE.
(p.s. This year Jerry Weast is asking for 62.3% of the county budget!)
Subscribe to:
Posts (Atom)