PSYCH CLEARANCE
Sometimes schools are requesting multiple clearances for the same instance with no clear criteria. Again, this must meet the danger to self/others criteria. In addition, districts need to standardize necessary criteria for the clearance to meet. There is a question of who is responsible for paying for the psych clearance, the family or school. Once the school gets a satisfactory clearance, the child returns to school. Delays such as multiple clearances should not occur. If the behaviors recur, they need to be addressed by the IEP process below. Some states are enacting legislation to address this, documenting what is needed, where to go, who pays, what is a sufficient documentation etc.
SCHOOL ZONE : POST-COVID MENTAL HEALTH
AMERICAN ACADEMY OF PEDIATRICS
AAP, American Academy of Child and Adolescent Psychiatry and Children's Hospital Association Declaration of a National Emergency in Child and Adolescent Mental Health aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-captcha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health
SURGEON GENERAL ADVISORY
Protecting Youth Mental Health hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf
HECHINGER REPORT
When your disability gets you sent home from school https://hechingerreport.org/when-your-disability-gets-you-sent-home-from-school
U.S. DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION PROGRAMS
Information on informal removals and also restraints/seclusion sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and- idea-discipline-provisions.pdf
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS
PARENT CENTER HUB
Find your Parent Center www.parentcenterhub.org/find-your-center
RESTRAINTS & SECLUSION
Unfortunately, some school districts inappropriately use restraints or seclusion even though they are ineffective at behavioral modification and experienced as trauma. In fact, OSEP (US Office of Special Education Programs) does not "consider restraint or seclusion to be appropriate strategies for disciplining a child for behavior related to their disability". Further, "OSEP is not aware of any evidence-based support for the view that the use of restraint or seclusion is an effective strategy in modifying a child's behaviors that are related to their disability".
IEP Teams, which includes the child study team and families, should not include restraints/seclusion in IEPs. These should only be used in the rare instance of danger to self or others but are being misused for simple infractions such as a student not staying in their seat. IEPs should have behavioral intervention plans (BIPs) based on the use of Positive Behavioral Interventions and Supports. In this way, the plans are proactive to prevent challenging behaviors, rather than reactive after there's a problem. It should also be noted that counseling is a related service under IDEA.
HOMEBOUND INSTRUCTION
Some schools misuse homebound instruction, originally meant for children with medical issues, to avoid addressing challenging behaviors in school. In addition, a manifestation determination must be used prior to a change in placement so families can request this. Parents also need to be aware that a pattern of removals also constitutes a change in placement.
JUVENILE JUSTICE
Unfortunately, in some states, the new 988 hotline calls police, not the children's system of care. This results in unnecessary involvement in juvenile justice for the child, instead of getting help. Families should know that schools can call mobile response (with parental consent) in states that have them, to de-escalate a crisis.
Mental health issues for children were exacerbated by the pandemic. IDEA has protections in place for students and their families. If families need help with their school, they can call the Parent Training and Information Center in their state. •
ABOUT THE AUTHOR:
Lauren Agoratus, M.A. is the NJ Coordinator for Family Voices, NJ Regional Coordinator for the Family-to-Family Health Information Center, and Product Development Coordinator for RAISE (Resources for Advocacy, Independence, Self-Determination, and Employment). She also serves as NJ representative for the Caregiver Community Action Network as a volunteer. Nationally, Lauren has served on the Center for Dignity in Healthcare for People with Disabilities transplant committee (antidiscrimination), Center for Health Care Strategies Medicaid Workgroup on Family Engagement, Family Advisor for Children & Youth with Special Health Care Needs National Research Network, National Quality ForumPediatric Measures Steering Committee, and Population Health for Children with Medical Complexity Project-UCLA. She has written blogs and articles nationally, including publications in 2 academic journals (https://pubmed.ncbi.nlm.nih.gov/?term=agoratus+l). Lauren was named a Hero Advocate by Exceptional Parent Magazine (www.epmagazine.com Archives June 2022).