For autistic twins, it's a learning battle
For autistic twins in Cashion, it's a learning battle
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18
By Dawn Marks
Published: June 17, 2008
CASHION — Martin Barry wants his daughters and others with autism to get a good education.
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‘A world we couldn't reach'
Twins Kaitlyn and Kayleigh Barry were diagnosed in 2004 with autism after the girls "withdrew into a world that we couldn't reach,” Martin Barry said. The girls injured themselves and could not go from one room to another, much less get into a car and go to school, without becoming hysterical, he said.
After the girls turned 3, the family started working with the Cashion School District to provide in-home special education and related services, like occupational therapy. However, Barry said the school district did not provide what his daughters needed, so in October 2005, he filed the first of his due process claims with the state Education Department.
The federal Individuals with Disabilities Education Act requires school districts to provide a free and appropriate education for students from age 3 to 21 and also requires states to set up a complaint process. An administrative hearing officer from the Oklahoma Special Education Resolution Center, which handles special education due process complaints for the state Education Department, hears complaints and that decision is legally binding. Those decisions can be appealed to a second hearing officer and then to district or federal court.
The Barry family eventually won their first claim, but then filed a second claim stating the school district didn't do what it was ordered to do. That claim was settled, and the district was ordered to provide more occupational and speech therapy. In February, Barry filed a third claim against the district.
"It wasn't that I didn't and don't care about other people's children, but the reality is I have a responsibility to these two,” he said.
The Barrys have converted portions of their home into classroom space, have hired tutors to add to services the school district has provided and have even changed their daughters' diets in hopes their efforts will crack open a door into their minds that was sealed shut by autism. The girls now can read and speak, and have made progress in the four years since they were diagnosed, Barry said.
A struggling district
Superintendent Garrison said he cannot comment about the complaints or the services the Barry girls receive from the district. He said the district is struggling to pay all its expenses and did not fill two vacant positions — a speech/drama position and a Spanish/English position — so resources could be devoted to special education services. A part-time secretary in the superintendent's office was not rehired, as well.
Eighty-one students qualify for special education services of varying degrees in the district. Cashion schools' three special education teachers resigned at the end of the year. Garrison said he couldn't discuss their reasons for resigning. So far, the district has hired one teacher to fill the three slots.
"I'm concerned about the image it places on the school and education,” Garrison said. "Special education teachers are not easy to find as it is.”
In the 2004-05 school year, the district spent $113,000 on special education and received $78,000 in special education funding from the federal government. The district's expenses increased to $255,000 in the 2006-07 school year, and the federal government provided $80,000. In the 2007-08 school year, the district's special education program cost $300,000 and the district received $196,000 in state and federal money.
In addition, the district has paid about $380,000 in legal fees since the 2005-06 school year. Gov. Brad Henry signed a bill Thursday that gives the district $200,000 to help pay those fees.
"The attorney's fees are paid out of the same fund as the teachers' salaries, the textbooks. The issue is whether we're going to have money to run our district,” Garrison said.
To some, it may not look like the district is struggling for money. A $4.75 million building with about 12 classrooms is under construction now. It will help the district deal with enrollment growth and will be paid for with bond issue funds. Those funds cannot be used to hire teachers for the classrooms though, Garrison said.
The district's fund balance is about $300,000, but Garrison said he likes to keep that closer to $500,000 so that he has the cash flow he needs to start the school year. Each school board can set the amount of money that its district will carry over for the next year, but school districts cannot have negative fund balances, according to state law. The district has 500 students in grades prekindergarten through 12. Former school board member Anita Robinson said enrollment has increased 4 percent to 8 percent each year for the last several years.
Not sure what they'll do
Because of the changes, students took Spanish classes without a teacher during the past school year and administrators aren't sure what they'll do this fall.
Stacy Maroney, whose three daughters attend Cashion, said she wants them to graduate from the school where their father and uncles graduated and she worries they may not be getting the classes they need, like foreign language, because there isn't money to pay for them.
Maroney's daughter Brentney Maroney went with other students several times to the state Capitol to talk to legislators and are hoping for a solution that will keep their school alive financially.
Cochran said students are mostly worried their siblings and their children won't have a chance to attend the school.
"I've lived in this town my whole life. This town is who we are,” he said. "We don't want it to end, not like this.”
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As for Bobbie and the LD population. I could not agree with you more. Of all the disabilities that are neglected, yours is the most. My personal opinion is that when most LD students are identified they are all ready three to four years behind. They should automatically get extended school year provided by special education.
I am hearing impaired and never had special education. I have two sons that are also. I did have parents who never expected me to fail and neither was I treated any differently in the classrooms in the west coast. It was assumed I could do the work. I did. However, both my parents, my husband and myself, helped our boys. I personally refused special education services of any kind, including a 504 for my youngest son in this state. I didn't like it that I sensed in this state that with a student on an IEP in a classroom expectations would be lowered. I am glad I made that choice because my youngest son played in a band, did drama, was in the National Honor Society and is now the student body president of a private university in town.
There are so many dynamics that make or break a student with a disability. I have a grandson that is autistic too. So, yes, my heart to parents who have these children. However, there are more disabilities that are being neglected because of one very "popularly" discussed disability nationally. Why not merged with those of all parents of children with disabilities and make it better for all, not just yours??? Martha Riles
I was diagnosed at age 15 with a learning disablity and struggled all through high school because my school district refused to honor my individualized education program (IEP). My parents were forced to threaten the district with a law suit if they continued with their attitude. As a family we thought this was the best option not just for me, but for the families of other LD children who could not afford to fight for their rights.
The problem with the public education system in this state is that teachers and districts are not held accountable for the way they treat students who need speacial attention. They blame everyone else for the districts short comings instead of looking in the mirror. I feel sorry for the father of these children because I understand what he is up against and I hope that he is able to provail just as my parents were.