“Are we always going to have to fight for them to get the education that they deserve?” said Stephanie Cox, a parent of twins with autism, during Tuesday night’s Board of Education meeting. “Is this just going to be the beginning when they will already face too many struggles to count?”
Cox’s emotional plea echoed the sentiments of many parents and educators who attended the meeting, highlighting the ongoing challenges faced by families of kids with autism. She was one of several parents and teachers who shared their concerns during the public comment portion of the meeting. The frustration was palpable as parents expressed their fears for the safety and well-being of their children within the school system.
Cox emphasized the distressing situation in classrooms, noting that overcrowded conditions significantly impact the education and safety of children with autism. “My own son came home with a bruise on his throat,” she said. “I have a photo if anyone would like to see that. And my daughter was mildly hurt today. All of these instances can be attributed to overstimulated kids who can’t speak for themselves, don’t understand what’s happening, and act out their frustrations aggressively.”
This alarming situation raises questions about the adequacy of the support systems in place for kids with autism. Ohio law mandates that no more than six students with autism can be served by an intervention specialist in a classroom, with the requirement of at least one full-time paraprofessional assigned as well. However, these regulations are often not met, as evidenced by the reports from teachers in the district.
Molly Wood, an intervention specialist at Sullivant Elementary, echoed these concerns. She reached out to colleagues across 21 other buildings within the district and found that 60% reported having 10 or more students with autism in their classrooms. This statistic underscores the pervasive issue of overcrowded classrooms, which often leads to inadequate attention and support for students with special needs. Wood lamented, “My own classroom had more than double the legal limit,” pointing out the inconsistency between law and practice.
The implications of such overcrowding are significant. Not only do they hinder educational progress, but they also create an environment where kids with autism can become overwhelmed, leading to safety concerns and behavioral issues. “If we cannot retain teachers and provide appropriate services to these students, it is time for the district to take responsibility and consider alternative placements outside of Columbus City Schools,” Wood said, suggesting that the district needs to explore all possible options to ensure the safety and education of its most vulnerable students.
In response to these pressing concerns, Columbus City Schools Superintendent Angela Chapman addressed the gathering, affirming the district’s commitment to prioritizing the needs of its students. “We do see you,” she said. “We recognize the concerns. We are working with our building principals. They are giving us feedback on a regular basis.” While her words aimed to reassure parents, many remained skeptical about whether meaningful changes would be implemented swiftly enough to address the immediate risks faced by their children.
For parents like Cox, the situation feels dire. “As a parent who lives in constant fear of the very real dangers of these kinds of situations, this honestly feels like a nightmare,” she said. “We simply cannot wait for the unthinkable to happen because our kids deserve more than to be ignored, to be unsafe, and ultimately uneducated because they happen to have a disability.”
The dialogue at the Board of Education meeting illustrates the urgent need for a reassessment of how educational resources are allocated and how children with autism are supported in the classroom. As parents continue to advocate for their children, it is clear that the fight for equitable education is far from over.
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