Mar 31, 2025

Extracurricular Policy at North Lawrence Community Schools Raises Concerns About Equal Access, Echoing Past Issues

Listen At: https://open.spotify.com/episode/64NLCn8NbFE7roz0kBwNmS?si=DklqhBUzRP2QWeU5DHoJuw

North Lawrence Community Schools (NLCS) is facing scrutiny over its policy regarding student participation in extracurricular activities,

a policy that some advocates fear may create unequal opportunities for students with disabilities. This comes after a recent Indiana Department

of Education investigation into the district's exclusion of students with disabilities from a Parkview Elementary Christmas program, highlighting

ongoing concerns about equitable treatment within the school system.

The NLCS extracurricular policy states, "Students are expected to attend school on the day of extra-curricular events. Such extra-curricular events

may include athletic contests, special band or choir performances, parties or celebrations, team practices or special events, academic competitions

and other after school activities. Students must attend a half day of the school day to participate in after-school events."

While intended to promote consistent attendance, this policy raises questions about its potential impact on students who require regular medical or

therapeutic appointments during the school day. These appointments, crucial for the well-being and development of many students with disabilities,

often necessitate absences.

Concerns of Unequal Treatment, Similar to Parkview Exclusion:

This concern arises in the context of the recent Department of Education investigation, triggered by a complaint filed by

Community Inclusion Ambassadors Inc. (CIA). The investigation found that NLCS violated state and federal regulations by excluding 14 first and

second-grade students with disabilities from the Parkview Elementary Christmas program. This incident revealed a lack of equitable practices within

the district, leading to mandated corrective actions.

The CIA, a local Non-profit, expressed concern that the extracurricular policy may create a similar barrier to equal opportunity. "We are concerned

that this policy, while well-intentioned, could unintentionally prevent students with disabilities who require medical or therapeutic appointments

from fully participating," said Patrick Underwood, Board President and Lead Special Education Advocate for CIA. "It mirrors the issues we saw

with the Parkview Christmas program."

Potential for Unintended Discrimination:

The extracurricular attendance requirement could force students with disabilities to choose between essential medical care and participation in

activities that contribute to their social and emotional development. This potential conflict raises questions about the policy's compliance with

the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which prohibit discrimination against individuals with disabilities.

Advocates are calling for NLCS to consider implementing reasonable accommodations for students with disabilities, such as:

Flexible attendance policies: Allowing for exceptions when students have documented medical appointments.
504 plans & Individualized Education Program (IEP) considerations: Incorporating medical needs into IEPs to ensure accommodations.
Case-by-case evaluations: Providing flexibility based on individual student circumstances.

The ongoing focus on equitable treatment at NLCS, highlighted by the Parkview incident and now the extracurricular policy, underscores the need for the

district to prioritize the needs of all students, including those with disabilities, and ensure equal access to all aspects of school life.

Mar 30, 2025

Community Inclusion Ambassadors Inc. Responds to Indiana Department of Education Complaint Findings Regarding Lawrence County Independent School

Community Inclusion Ambassadors Inc. acknowledges the findings of the Indiana Department of Education’s Office of Special Education Complaint Investigation Report (CP-141-2025) regarding Lawrence County Independent School’s procedures for determining special transportation needs for students with disabilities.

The Systemic complaint, filed on January 15, 2025, raised concerns about whether the school ensured its Case Conference Committees (CCCs) appropriately considered and determined the need for special transportation as a related service in Individualized Education Programs (IEPs), regardless of a student’s disability.

The Indiana Department of Education’s investigation concluded that the School did not consistently consider special transportation as a related service for students who were not on a shortened day schedule and did not have written agreements in place with parents who were providing transportation for students whose IEPs required it. As a result, the Department found a violation of 511 IAC 7-42-6(d); 34 CFR § 300.39(a).

Community Inclusion Ambassadors Inc. is committed to ensuring that all students with disabilities receive the necessary supports and services to access a free and appropriate public education. We believe that transportation can be a critical related service that enables students with unique needs to participate fully in their educational programs.

Community Inclusion Ambassadors Inc. will continue to advocate for the rights of students with disabilities. We believe that all charter schools, like all public schools, have a fundamental responsibility to understand and implement the requirements of Indiana Article 7, the Individuals with Disabilities Education Act (IDEA) and American with Disabilities Act (ADA), including the appropriate consideration of special transportation as a related service.

We are encouraged that the Indiana Department of Education has taken action to address these concerns and has mandated specific steps for Lawrence County Independent School to rectify these issues, including:

*Reviewing and revising their special transportation policies and procedures.
*Reviewing the records of students whose transportation needs may not have been appropriately addressed.
*Convening CCC meetings to determine the need for special transportation for identified students.
*Providing updated policies to affected students.
*Establishing written agreements for transportation reimbursement when necessary.
*Mandating professional development training for relevant staff on the requirements of considering transportation as a related service.

Community Inclusion Ambassadors Inc. remains dedicated to working collaboratively with families, schools, and the Indiana Department of Education to ensure that the needs of all students with disabilities are met.

About Community Inclusion Ambassadors Inc.

Community Inclusion Ambassadors Inc. is a non-profit organization dedicated to supporting and empowering families caring for children with disabilities. We focus on providing resources, advocacy, and educational support to ensure these families have the tools and knowledge necessary to navigate the complexities of special education and related services, promoting the well-being and inclusion of their children in all aspects of life.

To find the full report please visit:
https://ichamp.doe.in.gov/_entity/sharepointdocumentlocation/1894daf6-9efd-ef11-9340-001dd80852b9/c33ed440-b686-4dd0-ab89-daa8b56ab8e4?file=CIR%20CP-141-2025.pdf

Mar 28, 2025

Silent Screams and Dismissive Words: The Crushing Reality of Bullying Against Children with Disabilities in Our Local Schools

Our local schools are meant to be havens of learning and growth for all children. Yet, for many students with disabilities, the schoolyard and even the classroom can become battlegrounds. While we strive to create inclusive environments, a disturbing trend is emerging: the persistent bullying of children with disabilities, often compounded by the disheartening inaction and gaslighting of school leaders towards concerned parents.

The statistics, though often underreported, paint a grim picture. Children with disabilities are significantly more likely to experience bullying than their non-disabled peers. Their perceived differences, whether physical, cognitive, or social, can make them easy targets for taunts, exclusion, and even physical aggression. For a child already navigating the challenges of their disability, this relentless harassment can have devastating consequences on their self-esteem, mental health, academic performance, and overall well-being.

Parents, the primary advocates for their children, often witness the emotional toll of this bullying firsthand. They see the reluctance to go to school, the unexplained sadness, the withdrawal from social activities, and sometimes, the direct accounts of hurtful incidents. Driven by a desire to protect their children, these parents reach out to school administrators, teachers, and counselors, hoping for understanding and, most importantly, action.

However, the response they often receive is deeply troubling. Instead of acknowledging the seriousness of the situation and implementing effective strategies to address the bullying, many parents report encountering a wall of dismissal and gaslighting. They are often told things like:

"Kids will be kids. It's just harmless teasing." This minimizes the impact of targeted and persistent harassment, failing to recognize the power dynamics and the vulnerability of the child being bullied.
"Your child might be misinterpreting the situation." This subtly shifts the blame onto the victim, suggesting their perception is flawed rather than acknowledging the potential for genuine harm.
"We haven't seen any evidence of bullying." This ignores the child's and parent's accounts, often due to the bullying occurring in less supervised areas or through subtle forms of social exclusion.
"We have a strict anti-bullying policy, and we take these matters seriously." This statement rings hollow when concrete actions are not taken to investigate and address the specific incidents reported.
"Maybe your child needs to develop thicker skin." This insensitive remark places the onus on the vulnerable child to withstand abuse rather than holding the perpetrators accountable and fostering a culture of respect.

This pattern of denial and deflection leaves parents feeling frustrated, unheard, and increasingly isolated. They are made to doubt their own instincts and the validity of their child's experiences. The gaslighting creates a toxic environment where the very individuals entrusted with their child's safety and well-being are undermining their concerns.

The consequences of this inaction are profound. The bullying continues, often escalating in severity. Children with disabilities internalize the message that they are not valued or protected. Their trust in authority figures erodes, and their sense of safety within the school environment is shattered. Academically, their focus is diverted by fear and anxiety, hindering their ability to learn and thrive. Socially, they may withdraw further, deepening their isolation and vulnerability.

Our local school leaders have a moral and legal obligation to ensure a safe and inclusive learning environment for all students, including those with disabilities. This requires more than just having an anti-bullying policy on paper. It demands:

Active Listening: School staff must genuinely listen to and believe the accounts of children with disabilities and their parents.
Thorough Investigation: Every report of bullying should be taken seriously and investigated promptly and impartially.
Effective Intervention: When bullying is confirmed, appropriate and meaningful consequences must be implemented for the perpetrators.
Proactive Prevention: Schools need to implement proactive strategies to foster a culture of empathy, respect, and understanding towards individuals with disabilities. This includes disability awareness training for students and staff, promoting inclusive social interactions, and creating clear channels for reporting and addressing bullying.
Transparency and Accountability: School leaders must be transparent with parents about the steps being taken to address bullying and be accountable for creating a safe environment.

The silence surrounding the bullying of children with disabilities in our local schools is deafening. The dismissive words and inaction from some school leaders are adding insult to injury. It is time for our community to demand better. We must advocate for our vulnerable children, hold our school leaders accountable, and work together to create school environments where every child, regardless of their abilities, can learn, grow, and feel safe. The silent screams of these children deserve to be heard, and their parents deserve to be met with empathy and decisive action, not gaslighting and neglect.

Jan 26, 2025

Indiana Department of Education's investigation into North Lawrence Community Schools (NLCS)

FOR IMMEDIATE RELEASE

Community Inclusion Ambassadors Inc. Hopes for Improvements at North Lawrence Community Schools

Paoli, In – 1/26/2025 – Community Inclusion Ambassadors Inc. (CIA) acknowledges the findings of the Indiana Department of Education's investigation into North Lawrence Community Schools (NLCS) and the school's commitment to corrective action. The investigation stemmed from a CIA complaint filed after concerned community members reported the exclusion of students with disabilities from the annual Christmas Program at Parkview Elementary School.

The investigation confirmed that NLCS violated state and federal regulations by excluding 14 first and second-grade students with disabilities from the program accessible to their non-disabled peers.

The Department of Education has mandated specific corrective actions, including the development of a memorandum for administrators and teachers emphasizing the inclusion of students with disabilities.

“We acknowledge the Department of Education's findings and hope that these corrective actions will lead to meaningful and lasting improvements in inclusivity at North Lawrence Community Schools,” said Patrick Underwood Board President and Lead Special Education Advocate. “CIA inc. will continue to advocate for the rights of students with disabilities and work with the community, the school, and the Department of Education to ensure all students receive an inclusive education.”

The Investigation Report can be found at: NLCS Investigation (Christmas Program)

About Community Inclusion Ambassadors Inc.

Mission:

To empower families and Children with disabilities, by creating a more welcoming community where everyone can thrive.

Vision:

A future where all children with disabilities and their families have access to opportunities, are valued for their unique contributions, and fully participate in all aspects of community life.

Supporting Our Mission

Your donations help us support families, advocate for rights, educate the community, and provide opportunities for individuals with disabilities.

To make a donation, please visit our PayPal Giving Fund

Dec 29, 2024

School Denial of ABA Therapy for Students in Indiana:

School Denial of ABA Therapy for Students in Indiana

Key Considerations

When a school denies a parent's request for Applied Behavior Analysis (ABA) therapy for their child, it's crucial to determine if the school followed proper procedures under Indiana Article 7.

Key Procedural Requirements:

Written Notice: The school must provide parents with written notice explaining:
- The school's refusal to provide ABA therapy.
- Reasons for the refusal.
- Evaluation procedures used to support the decision.
- Other options considered and why they were rejected.
- Other relevant factors.
- Information on parent rights and how to access them under Article 7.
- Resources for understanding Article 7.

Potential Violations of Parent Rights under Article 7:

Parent Participation: Schools must include parents in all decisions regarding their child's education, including the provision of FAPE.
Predetermination: Schools cannot make decisions about a student's IEP before the IEP meeting.
Appropriate Supports and Related Services: Schools are obligated to provide necessary special education and related services, including ABA if deemed appropriate.
Free Appropriate Public Education (FAPE): All students with disabilities are entitled to FAPE. Denial of necessary services like ABA could constitute a denial of FAPE.

Disclaimer: This information is for general guidance only and does not constitute legal advice. Parents should consult with an education attorney or advocate for specific legal advice regarding their child's situation.