Responding to Allegations of Disability Harassment in Schools--Advice for Administrators

I highly recommend that administrators investigate all incidents of reported harassment.  This practice protected a school district from having to make a private school placement at parental request (Waco Independent School District, 59 IDELR 57, SEA TX 2012) when the parent of a student with Asperger syndrome alleged that bullying was the cause of her child's school anxiety.  School officials investigated and found no evidence of threats to the child's safety.  They also provided documentation that the alleged bullying didn't prevent access to learning and that the student had normal intelligence and could participate in the general curriculum with appropriate support.  The independent hearing officer over this case commented that it seemed as though the student was experiencing the normal stages of growing up and that his Asperger syndrome may have contributed to his negative thoughts regarding peer communications.  When allegations of bullying and/or harassment are made, the subsequent investigation could include interviews with multiple witnesses (if applicable) to help verify that statements are accurate.  In some cases, the responses may reveal that comments were mean or rude versus meeting the definition of bullying or harassment.  Reviewing student records (e.g., IEPs, developmental history, functional behavior assessments/behavior intervention plans, and discipline records) may also help clarify if a student's disability may be impacting his or her self perceptions and the interpretation of the meaning of other students' comments during social interaction.  IEP teams may determine it is in a child's best interest to make changes to his or her IEP even if bullying or harassment is not taking place.  In the Waco case, the team may have considered adding a goal to improve social skills and interpreting communication cues.   

Transition Services and Individual Graduation Plans

My daughter sent me this photo of her friend's courtyard in Cairo. When I visited a couple summers ago someone told me that taxes are not paid on homes and buildings under construction. I guess that explains all the rebar I saw when touring.

It is very important that special education teachers and guidance counselors work together when documenting transition services in Individual Education Plans (IEPs) and when developing Individual Graduation Plans (IGPs).
Under S.C. Code Ann. Section 59-59-140 (2004), an IGP must be developed detailing the courses necessary for the student to prepare for graduation and to successfuly transition into the workforce or postsecondary education. An IGP must do the following:

1. align career goals and a student's course of study;



2. be based on the student's selected cluster of study and an academic focus within that cluster;



3. include core academic subjects, which must include, but are not limited to, English, math, science, and social studies to ensure that requirements for graduation will be met;



4. include experience-based, career-oriented learning experiences including, but not limited to, internships, apprenticeships, mentoring, co-op education, and service learning;



5. be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and admission to postsecondary education;



6. incorporate provisions of a student's individual education plan, when appropropriate; and,



7. be approved by a certified school guidance counselor and the student's parents, guardians, or individuals appointed by the parents or guardians to serve as their designee.
   

The IGP should help guide the development of the IEP and decisions regarding the course of study should relate directly to present levels of performance and the student's post-secondary goal.

IEP teams should ask these questions:

"Do the transition courses of study focus on improving the academic and functional achievement of the student to facilitate movement from high school to post-secondary school?"

"Do the student's courses and other educational experiences align with the post-secondary goals and the IGP?"