In these days it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education Such an opportunity where the state has undertaken to provide it is a right which must be made available to all on equal terms ID: 574550
Download Presentation The PPT/PDF document "Dismantling the School to Prison Pipelin..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Dismantling the School to Prison Pipeline in Vermont Slide2
In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education.
Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.
Chief Justice Earl WarrenSlide3
What is the School to Prison Pipeline?
The school-to-prison pipeline generally refers to the set of policies and practices that divert students from schools into the juvenile justice system and, eventually, prison. There are a variety of documented pipeline effects, often interconnected with issues of race, poverty, and disabilitySlide4
THE PIPELINE IN VERMONT
During 2011-2012, 5-10% of Vermont’s public school students were suspended, losing at least 8,000 days of school. In addition, Vermont’s students with disabilities and students of color were two to three times more likely to be excluded from school through suspension and expulsion. These disparities persisted for restraint, seclusion, and referral to law enforcement.Slide5
Children with Disabilities trapped in the PipelineSlide6
How does this affect the Children in Vermont?
Children do not receive services in Vermont under the IDEA unless they are academically below grade level and Vermont does not recognize social and behavioral development as a basic skills,
Vermont has the highest rate of identifying students with emotional disturbance in the country. As a percentage of all students who received special education services in the 2012-13 school year in Vermont, about 16 percent were identified with an emotional disturbance, according to federal data.Slide7
What can we do in Vermont?Slide8
Prevention
Among incarcerated youth, 85 percent have learning and/or emotional disabilities, yet only 37 percent receive special education in school. Most were either undiagnosed or not properly served in school. Slide9
PROVIDE SERVICES TO CHILDREN IN OUR SCHOOL SYSTEM
Add Behavior and Social Development to the list of basic skills to provide children with Vermont with an IEP under the Individuals with Disabilities Act.
504 doesn’t not adequately protect these kids. Slide10