Apr 03 2008
“Nimo” - 17 year old female
“Nimo” is the pseudonym for a 17 year old mentally retarded female student. She refers to Nimo who remains a fictitious character in her imagination. Nimo flies around. He may come to school and fetch her, so that she does not have to deal with school. He may be good sometimes. Other times folks are asked if they have seen him.
Today “Nimo” attacked the teacher. This after a simple request ‘please come to class”. I had to describe the attack today to a CSE chair and parent - Nimo grabbed the teacher’s neck began squeezing and choking. Large welts, bruising and torn skin remain on the side of the teacher’s neck. Bloody and red. The injuries do not require emergency room treatment but none the less, I am devastated.
This is a follow up to other types of violence brought about by this student. A couple of weeks ago she slammed an aide with her open fist. Both incidents were a result of no provocation. I suspended her both times. In the former 5 days OSS the latter 3 days OSS. In the intervening time between the first attack on the aide in school, and this latest attack on the teacher, the student assaulted a bus aide. This incident involved a 2 day bus suspension. In this case I went on board the bus and asked that the school nurse treat the bus aide and provide documentation. The school nurse reported that in this incident the bus aide may have had a perforated ear drum.
Today is Thursday. Next Tuesday, a manifestation determination and Superintendents hearing will be conducted to determine the next steps in this student’s future. Present at this hearing will be the student’s Special Education teacher, a general education high school teacher, the student’s counselor/social worker, agency representatives from The Resource Center or Aspire, the supervisor of the special education program, the CSE chair and the hearing officer
Points of consideration.
1. Is this behavior caused by changes in medication, classroom routines etc.
2. Is this a 1:8:1 program the appropriate placement for this student if students and staff are in danger of this kind of episodic violence.
3. Is there a behavior intervention plan in place.
4. Are outside agencies involved in the care of this student and providing support for the family.
5. What is the longer range transition plan for this student.
As of this point, no charges have been placed against the student by the teacher or by all the other adults injured by this student. Yes, mental competency would be a matter of issue however this would lead the way to other conversations about the students welfare and current educational placement. The parent did come in and take the student home after receiving a call from the Principal. The parent was advised of the upcoming superintendent’s hearing as well as parental rights in cases of this sort. The parent and the teacher commisserated with each other. The parent apologized and hugged the teacher. Empathy goes both ways in this case.
Stay posted.
2 responses so far
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The purpose of the manifestation hearing is to answer 2 basic questions:
- Are whatever charges against a student a manifestation of their disability?
and
- Are whatever charges brought against a student a direct result of the school’s failure to provide services to the student as outlined in the IEP?
If the answer to both of these questions is “No” then it’s pretty clear that the student’s actions were not a manifestation of the disability. That does not mean the student is automatically guilty or not guilty, it simply means that the local education agency can now go through the more typical disciplinary process.
Often a part of this process is a Functional Behavioral Assessment to answer important questions as relates to points of consideration 1.
All these physical behaviors appear to have happened within the past couple weeks. Why? and Why now?
Perceptive questions lead to high quality answers from which participants can best plot a more successful future.
How did the hearing go? Is the student back in class or was there another consequence?
We, as educators, must look carefully at behaviors (FBA) and address them; but just as important is to find a way to reach every child. Even very low functioning students have capabilities and it is our jobs to find them and maximize them.
I hope things improve for ‘Nimo’ and the classroom teacher.