Wednesday, June 10, 2009

ACTION ALERT: Louisiana - Testimony Needed on June 16th!

Dear Advocates:

Your help is needed. On June 16, 2009 a hearing is scheduled at the Louisiana State Capital concerning HB 571 to abolish corporal punishment. If you or someone you know has been directly impacted by or if you stand against corporal punishment in Louisiana schools, your testimony is needed! Please use your voice to support this measure!

The hearing will take place at 9:00 am in the House Committee Rooom 1 at the State Capital building.
 
Please see the attached schedule:
 
 
Here is the map and directions
 
You may also contact Rep Barbara Norton at bnorton@legis.state.la.us or call her office at 1 (318) 632-5887 for more information.

Thanks again for your support!! 

ACTION ALERT: Louisiana Support Needed for Corporal Punishment Ban

Dear Advocates:

House Bill 571 to ban corporal punishment has been proposed in the state of Louisiana by Representative Barbara Norton. 


In order for this bill to be successful, lawmakers need to hear from us! Please submit a letter of support to the following:

http://house.louisiana.gov/h_reps/members.asp?ID=3  

Email Rep Norton : nortonb@legis.state.la.us


Also, Please contact the Louisiana House Education Committee Members and urge them to support HB 571.


Here is the contact list of committee members:

http://house.louisiana.gov/H_Cmtes/H_Cmte_ED.asp


Thanks for your help!!

Action Alert: GAO Wants To Hear from Parents/Advocates/Teachers/Students Who Have Been Retaliated Against

Forwarded message from Advocate Anna Moore:

Fellow Education Advocates: I will keep this brief. What began as an investigation into the use of Restraint, Seclusion and Corporal Punishment in our public schools has just expanded into an investigation into Retaliation and Coercion. This was due to a flood of emails from parents (and teachers) from across the country describing retaliation.

Any individual, parent/teacher/student, who has experienced Retaliation or Coercion should immediately email their story to the individuals below [at the Government Accountability Office].

Every single email is being reviewed.

You must provide your name, address (including county and state), and phone number. Do not send attachments.

Send to: kutzg@gao.gov, higginsg@gao.gov, margaret.young@mail.house.gov

Announcement: Restraint Video Footage to Air on CNN

Forwarded Message from Adovcate Anna Moore:

Set your schedule, DVR , Tivo etc...........

A Florida family has come forward to share their story with unbelievable restraint video footage. Please keep this family in your thoughts & prayers. Their courage to go public will help many children.

Wednesday 6/17 Campbell Brown CNN at 8 pm, ET.

Wednesday 6/17 Anderson Cooper/AC360° at 10 p.m. ET.

Thursday 6/18 CNN & affiliate channels all day.




Anna Moore
St Lucie County, Florida

TX: Teen with 47 IQ gets 100 years in sex abuse case

Case stems from charges involving the fondling of a 6-year-old neighbor

updated 7:06 p.m. ET, Wed., June 10, 2009http://www.msnbc.msn.com/id/31213058/

PARIS, Texas - A teenager who has profound mental disabilities was sentenced to 100 years in prison after pleading guilty to charges in a sex abuse case involving his 6-year-old neighbor.

Aaron Hart, 18, of Paris, was arrested and charged after a neighbor found him fondling her stepson in September. The teen pleaded guilty to five counts, including aggravated sexual assault and indecency by contact, and a jury decided his punishment.

Lamar County Judge Eric Clifford decided to stack the sentences against Hart after jurors settled on two five-year terms and three 30-year terms, The Dallas Morning News reported Wednesday. The judge said neither he nor jurors liked the idea of prison for Hart but they felt there was no other option.

"In the state of Texas, there isn't a whole lot you can do with somebody like him," Clifford said.

Diagnosed as mentally disabled

Hart has an IQ of 47 and was diagnosed as mentally disabled as a child. He never learned to read or write and speaks unsteadily.

Despite being a target of bullies, he was courteous, well-behaved and earned money by doing chores for neighbors, supporters said. His parents say he'd never acted out sexually.

"He couldn't understand the seriousness of what he did," said his father, Robert Hart. "I never dreamed they would think about sending him to prison. When they said 100 years — it was terror, pure terror, to me."

Jurors said they sent the judge notes during deliberations in February, asking about alternatives to prison, but didn't get a clear answer. They believed the judge would order concurrent sentences, jurors said.

District Attorney Gary Young said he sympathized with Hart's situation but stands by his decision to prosecute on five counts. Prosecutors commonly pursue several charges for a single incident to see which the jury will support.

Diversion program not an option

Young said a diversion program was not an option since the law doesn't allow that for serious felonies.

"I hope people will remember he committed a violent sexual crime against a little boy," he said.

Hart's appellate attorney, David Pearson, said the court-appointed doctor did the bare minimum to assess competency and ran tests geared for mental illness, not mental retardation.

He said an appeal will be filed.

TX: State schools get $112 million

Web Posted: 06/08/2009 12:00 CDT
By Terri Langford- Houston Chronicle


It's been a tough several months for the $500 million state school system for the mentally disabled.

First, the Texas Department of Aging and Disability Services (DADS), the operator of the residential facilities, found itself a federal target when it was named in December in a scathing U.S. Department of Justice report on the condition of state schools.

Investigators found that 53 of the 114 deaths of state school residents over a one-year period could have been prevented. They also determined that restraints were used too often — 10,143 times on 751 residents during the first nine months of 2008 alone.

Also documented: Some 200 staff members were fired in one 12-month period. And, despite plans to move more residents out of the state schools, only 164 residents were placed in a community-based care facility in a 12-month period.

But just as Texas officials began dealing with the Justice fallout, they were hit in March with disturbing video images that showed Corpus Christi State School staff members forcing mentally disabled residents into fights for their own entertainment.

Finally some good news out of the 81st Texas Legislature: a $112 million plan to improve conditions at the 11 schools and two centers.

“It allows DADS to continue with a clear action plan,” explained Cecilia Fedorov, a DADS spokeswoman.

The pact adds 1,160 new positions, most of whom will be direct care workers, and calls for people who will monitor conditions at the facilities.

“I hope it works,” said State Sen. Carlos Uresti, D-San Antonio, who sits on the Senate's Health and Human Services Committee. “Obviously, I think we can do more outside of the settlement.”

For Uresti, the most important component of the plan is the monitors.

“If things don't improve, those monitors will recognize that,” he said.

But critics, who claim the state school system is outmoded, say the Justice agreement is deja vu.

“We're back,” complained Beth Mitchell, managing attorney for Advocacy Inc., a nonprofit group that works to protect the legal rights of disabled Texans. “It's all the same stuff.”

Mitchell was referring to a series of pacts that ended a decades-old lawsuit that charged — like the recent Justice Department report did — that conditions within the system were not acceptable.

Monitors were called, and better reporting of abuse was requested, she said. And now, it seems the state is right back where it was in the 1990s, when the 1974 lawsuit filed on behalf of John Lelsz Jr., a severely disabled state school resident, was settled for the third time.

Mitchell said this federal-state pact is too vague when it comes to pinpointing exact timetables and plans to move residents into the community. Also, while there is a provision for more monitors, the settlement is a little light on what type of qualifications those people should possess.

“There are no benchmarks or standards for what the monitors are supposed to follow to make sure the state schools have adequate treatment,” Mitchell said.

DADS officials still were not sure how the new settlement will be different from the series of reforms made in the 1980s and 1990s as a result of the landmark Lelsz lawsuit.

“I'm not familiar with that particular lawsuit,” Fedorov said.

Mitchell also pointed to the fact that it does nothing to remedy the retention problems state schools have with the direct care staff, who escort and guide residents in their daily activities.

In the past two years, 376 state school workers were fired for abuse and neglect; and 70 percent of those workers were entry-level aides, whose starting salary is about $20,000 a year.


Lawmakers did not approve a proposed pay raise for these staffers. About half of all state school employees turn over each year.

But parents of state school residents, like Nancy Ward, who live in fear that the institutions will be closed, support the new pact.

“I am hoping that will help,” said Ward, who helps run the Parent Association for the Retarded of Texas and has watched the legal machinations for decades. Her 47-year-old daughter Dianne Ward, entered the state school system when she was 10 years old. Today Diane lives at Denton State School.

“For one thing, the work won't be as hard,” she said, if more workers are added. “A lot of them work two jobs.”

FL: Panel To Investigate Boy's Death In Foster Care

Jun 7, 2009 10:53 am US/Eastern
Reporting
John MacLauchlan
http://cbs4.com/local/gabriel.myers.margate.2.1034777.html

TAMPA (CBS4) ― An investigative panel formed by Department of Children and Families Secretary George Sheldon to look into what led up to the death of a Margate boy living in foster home will convene Monday in Tampa.

Gabriel Myers, 7, died April 16th after he apparently hanged himself from a shower rod.

Sheldon has asked the group to conduct a full inquiry into the events that led up to the boy's death including case management, judicial decisions and the contributing effects that psychotropic drugs and sexual abuse had.

"It is incomprehensible to me—even now—to understand how a child so young may have deliberately and consciously made a decision to end his life," said Sheldon last month during a press conference on psychotropic drug among foster children. "Anyone who heard of Gabriel's story was in disbelief; and parents everywhere are wondering to themselves: how could this happen?"

The panel is being chaired by Dr. Jim Sewell, a former assistant commissioner of FDLE.

Sheldon said he's been disturbed by some of the initial findings of the work group in the case.

"Gabriel's physician had prescribed several psychotherapeutic drugs, but this information was not reflected in our database," said Sheldon. "There also was no evidence in Gabriel's files that the statutorily required parental consent or a court order where obtained."

According to documents released by the DCF, Myers was taken from his drug-abusing mother less than a year ago. He had apparently been sexually abused and exposed to adult videos since the age of three. Teachers had reported that he had exposed himself, and touched other children inappropriately.

The Margate foster home where Gabriel Myers allegedly took his life was the third for the boy in less than a year. The DCF documents obtained by the CBS4 I-Team show he first entered the foster care system on June 29, 2008. He was placed in a licensed home through Kids in Distress. Some days later, he was moved to the home of his aunt and uncle. He lived there for some three months until Broward Sheriff's Office investigators received a report alleging sexual and physical abuse.

While investigators found no signs of sexual abuse, the uncle revealed he "did try corporal punishment" and hit the child with a belt. A Broward County judge issued an emergency order and moved Gabriel Myers back to the licensed home.

According to the documents, when Gabriel first entered the system, he had with him a prescription bottle of Adderall XR, a drug typically taken for Attention Deficit Hyperactivity Disorder (ADHD). The medication appeared melted. A new prescription was filled, but ultimately stopped. The DCF documents show Gabriel began seeing a psychiatrist soon after entering the system.

The psychiatrist later prescribed Lexapro, a drug for depression and anxiety, and Vyvanse for the child's ADHD. In March, doctors took Gabriel off Lexapro, and put him on Symbyax, also for depression and possible schizophrenia.

All three of the drugs have an FDA-mandated "black box" warning -- a statement on the prescription's box which describes its possible adverse reactions, including suicidal thoughts.

LA: Corporal Punishment Debate

Posted: June 8, 2009 07:25 PM

Updated: June 9, 2009 06:03 PM

http://www.katc.com/Global/story.asp?S=10498787

The issue of corporal punishment is about to heat up in Louisiana.  Representative Barbara Norton, D-Shreveport, has proposed a bill that would prohibit the punishment in public schools.  House Bill 571 goes before the House Education Committee Tuesday afternoon.

Several school districts in Acadiana will be watching the bill's progress closely.  Public schools in Iberia, St. Landry, Vermillion and St. Martin parishes all condone corporal punishment.

"It is in policy, but it's up to the administrators to determine if corporal punishment is necessary, but generally as stated in the policy it is not the first line of discipline," said Richard Lavergne, superintendent of Saint Martin Parish Schools.

Lavergne says several factors are considered before administering corporal punishment.

"You have to take into account the age of the student, the size, the gender."

Dalton Alexander has five children in St. Martin Parish Schools.  He says he is not against corporal punishment, so long as parents are informed.

"It is a physical action so you would want to consult parents before taking that action," said Alexander.

In St. Martin Schools, the handbook states parents must give consent before their children are disciplined using corporate punishment.

"Some parents encourage it, they want it and others do not, and by knowing your parents and students, administrators just can make a good decision," said Lavergne.

Representative Norton has planned a rally in support of her bill on the steps of the capitol for 11:00 a.m. Tuesday.

LA: Corporal Punishment Debate Continues

Posted: June 9, 2009 07:32 PM

Updated: June 10, 2009 05:33 PM

http://www.katc.com/Global/story.asp?S=10505928

The debate over corporal punishment in public schools has made it's way to the Capitol.  Tuesday Representative Barbara Norton, D-Shreveport, took her bill to ban corporal punishment before the House Education Committee.

Due to time constraints, house bill 571 was deferred until next week's meeting, but Norton did have a chance to make her case.

"There are 11,000 children being paddled in school each year," said Norton. "If these children are being whipped in their houses and whipped in the schools, I say to you today, what is it we can do to give that child some stability, to understand somebody cares."

The issue caught the attention of lawmakers on the committee, including Representative John Edwards, D-Amite, who allows corporal punishment for his son in school.

"On occasion he needs corporal punishment, but everyday he needs to know that it is something that the school can administer, and I believe that," said Edwards.

Also watching closely, supporters of Norton's cause, who think corporal punishment is disproportionately used on boys, african americans, poor and disabled students.

"What we're doing is subjecting the children who need the most support to harsh tactics, tactics we wouldn't use on prisoners, they won't use it on murderers, but they'll use it on kids who chew gum," said Shawn Fleming, deputy director of the Louisiana Developmental Disabilities Council.

The House Education Committee will reconvene next Tuesday, where they will pick up their debate on house bill 571.

WI: Quiet rooms and special ed unfair to Native American students in Ashland

Story posted Monday at 4:41 p.m.
6/8/2009
http://www.businessnorth.com/kuws.asp?RID=2958

A state investigation says the use of so-called "quiet rooms" and special education courses in the Ashland School District targeted Native American students. Mike Simonson reports from Superior.~~

The four month Department of Public Instruction investigation says Ashland sent too many Native American students to its special ed program and to seclusion rooms in the Ashland Middle School.

Clara Taitt at the nearby Bad River Band Reservation says this practice has caused her 8 year-old son lots of pain.

"Being taken away from his peers, he doesn't like school, that nobody likes him. The DPI needs to listen to some parents who have had to struggle with their children."

Taitt doesn't think the report goes far enough. She says some teachers should be removed from the school system. Meanwhile, Ashland School Superintendent Peggy Smith says they're trying to figure out why that's happened.

"Part of the theory especially for Black and Native American students is perhaps different cultures approach learning differently than the mainstream typical school does so our responses to children's learning somehow missed the mark."

The Department of Public Instruction has ordered training and follow-up reports for some teachers and staff in the Ashland District. DPI's Anita Castro says this is serious.

"We understand these are children. We want to be sure that the seclusion room is used only when it's necessary, and that the district use positive behavior interventions, that that be the first choice."

Special summer training is schedule and the use of quiet rooms has been stopped at Ashland Middle School.

PA: Corporal punishment of special education students crosses the line to child abuse

By Kindall Nelson
Chicago Special Education Examiner

Mentions of being paddled at school or having a corporal punishment policy tend to conjure up mental images of one room school-houses and boys in suspenders who were caught putting a frog in the lunch pail of a little girl with pigtails.

In fact, many parents are confounded to find out that their state actually allows children in public schools to be spanked by teachers and administrators. While Illinois has outlawed corporal punishment since 1993, there are still 22 states that still permit paddling, with only three have laws that restrict that use (AZ, OH, UT). The other eighteen are law-less when it comes to applying a paddle to the rear end of a child who is misbehaving. These include Alabama, Arizona, Arkansas, Colorado, Florida, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, Missouri, New Mexico, North Carolina, Ohio, Oklahoma, South Carolina, Tennessee, and Texas.

Not every school in these states spank children as a form of punishment. And those that do often have policies and guidelines in place so that parents are notified of an issue and given the option of the corporal punishment. Still, with the large number of states participating, the actual number of reported spankings comes to less than 1% of students being spanked nationwide.

As has been seen in schools across the country however, sometimes administrators and teachers don't always follow the proper procedures, especially when it comes to children in special education programs. This can cause major problems.

Physical punishment is never appropriate for children with special needs. A teacher or administrator can never know to what extent a spanking or paddling is detrimental to a special needs child. Children with any ASD (Autism Spectrum Disorder) often perceive pain differently than the average child. The spanking of a child with ASD can cause them confusion, or reinforce within the child the belief that physical intimidation is the way to get what they want. It can also reinforce self-injuring behaviors that some ASD children deal with.

When it comes to a child with medical diagnoses, physical discipline by anyone other than a parent who knows the illness intricately put the child at high risk for side effects. For example, a child with a disorder that affects the spine may look average to the naked eye, but a paddle to that same child's rear end can cause back problems that are not worth risk or the possible benefit. Or, imagine a child with a blood-clotting disorder receiving even a light spanking only to come home with severe bruising due to his or her illness.

One argument against any type of corporal punishment in school is that undiagnosed special needs children are at a higher risk for being exposed to inappropriate or over use of physical punishment. When a child who is mildly autistic had not been diagnosed as such, their reactions to other types of behavior modifications will likely be unusual. As any parent knows, having a punishment met with laughter, or worse, being ignored completely can cause adult tempers to flare leading to higher incidences of paddling and a higher possibility for crossing the line to abuse.

Louisiana currently has a bill banning corporal punishment up for debate. House Bill 571, by Rep. Barbara Norton, D-Shreveport, calls for the practice of corporal punishment to become illegal beginning next school year. She has been making headlines lately with her claims that the bill has been virtually ignored several times and is not getting the attention it deserves. The House's session is drawing to a close and there is only one more chance for it to be heard.

 Some are calling for amendments that continue to allow corporal punishment but require more strict reporting and monitoring of such incidents. Norton says that this is not adequate and asks that, at the very least, an amendment be filed to exempt special needs children from corporal punishment in Louisiana, saying "You should at least exempt children with autism and disabilities. I can’t see how a person could paddle someone with autism and other disabilities."

Whether one believes that corporal punishment at school is acceptable or not, there is no doubt that making sure our special education students are not subjected to this type of discipline is an important matter.

Tuesday, June 9, 2009

IL: (Part I) Child abuse in our schools: Restraint and seclusion in boy's special education classroom

NOTE: This is my friend Amy's (Ravingmotherfromhell's) account of what she and her son Sebastian went through at his public school. At the age of 5, Sebastian, a then-Kindergarten student who has been diagnosed with Asperger's Syndrome and asthma, was repeatedly restrained in a prone position - the most dangerous and deadly type of restraint - on the floor or on a bean bag chair. His offense: not sitting still when he was told to.  Amy and her husband were routinely refused to visit Sebastian at school during the school day or to volunteer in his classroom; as a result, they didn't find out about the abuse until a year later.  Sebastian no longer trusts school personnel and has  been attending a cyberschool for the past two years. He also has been diagnosed with PTSD as a result of the abuse he suffered at the hands of so-called "educators" during his Kindergarten and first-grade years. (JS)

By Kindall Nelson
Chicago Special Education Examiner
June 8, 2009


This is Sebastian, a six-year-old boy who was restrained by a teacher's aid and the school principal for behaviors that he could not control. He was put in an isolation room and told to sit still and be quiet. When he was unable to do that right away, the adults went into the room and held him in a face down, prone position to 'calm him down'. It didn't matter to them that he had a behavioral plan in place that they were supposed to follow or that they might be traumatizing him by treating him this way. It also didn't matter to them that this was a little boy who needed special understanding instead of a heavy hand.

When the Government Office of Accountability reported their findings to congress concerning use of restraints and isolation in special education classrooms, they testified using very little identifying information. The facts needed to be heard, and those facts were given. Sometimes, however, to get a complete grasp of events, one needs more than just the barest facts. The abused here are real children, just like the ones you and I hug every day as parents, grandparents, aunts, uncles, teachers, and friends. They are part of real families and their stories, their whole stories, deserve to be heard.

According to the testimony before congress, the following story is a just number. To him and his family, this is the story of Sebastian, a brown haired, five-year-old little boy with deep brown eyes who was excited to start kindergarten and attend school all day despite his health issues and diagnoses. Sadly, in just year's time he came to hate school and anything associated with attending school.

Sebastian entered kindergarten with a formal diagnosis of Asperger's Syndrome and an IEP from his preschool. Unfortunately, the school that he was entering did not understand anything about high-functioning Autistic children or how to handle them. In fact, many staff members within the school district made it clear that they didn't believe Asperger's Syndrome existed, much less that Sebastian had it.

Originally, the school avoided giving Sebastian's parents a meeting to discuss an Individualized Education Plan (IEP). They gave his mother the run-around by denying he need one and then telling her that an IEP was already in place. She knew better than to take anyone's word for anything and kept asking questions.

Eventually, upon her insistence, a meeting was called. The principle members of Sebastian's team did not come to the meeting. Those that were there did not know how to write an IEP. Being a well-informed parent, when she received the documents Sebastian's mother actually rewrote them in their proper format and took them back to the school. Like most parents, Amy thought that having the plan in writing was all she needed to make sure that things were going the way they should be at her son's school.

Sebastian's parents relaxed a little. They finally had the plan in place that their son needed and deserved. However, even though the IEP and behavior plan were in place, they were both ignored by the staff and administration. In fact, reading through his mother's diary of the events makes it seem like the school was deliberately trying to make him have melt-downs so that they could send him home and/or place him in another school.

Sebastian's parents were told on many occasions that it was their fault that Sebastian exhibited the symptoms he did. Administration told them that if they were better parents, these issues would not come up. Then it went from bad to worse. The principal began following Sebastian around, keeping and extra-close eye on him, causing paranoia and practically rendering a meltdown unavoidable. Sebastian was routinely punished for things beyond his control. One effect of Autism in some children is the inability to have proper physical responses to emotions and situations. When Sebastian was sitting in the office being berated by his principal for things that he couldn't control, he would often laugh or smile or look around nervously. The principal would then punish the poor boy further for his attitude. 

Click here for Part II or click the following link: http://www.examiner.com/x-9926-Chicago-Special-Education-Examiner~y2009m6d8-Part-II-Child-abuse-in-our-schools-Restraint-and-seclusion-in-boys-special-education-classroom


GA: State Child Advocate Investigates Autism Abuse Case

Updated June 9, 2009
Posted by: Jane Watson
http://www.11alive.com/rss/rss_story.aspx?storyid=131233

ATLANTA -- Georgia's Child Advocate is getting involved after 11Alive's investigation in an autism abuse case.

Tom Rawlings says his office has launched an investigation after a judge ruled that 11-year-old Stefan Ferrari was abused by an adult at his school.

Stefan is non-verbal and attended a facility run by the state funded agency Metro RESA. Stefan attended the school at the recommendation of Atlanta Public Schools. He is an APS student.

Rawlings says his office will look at how DFACS, Atlanta Schools, Atlanta Police and MRESA handled the family's accusations of abuse. Rawlings said the possible recommendations to Gov. Sonny Perdue could include legislation or clarification of how abuse concerns should be handled within the educational system.

Atlanta Public School officials say they have also launched their own internal investigation into how the Ferrari's case was handled. School officials have admitted that the family was treated badly.

Stefan's teacher, Sherri Jones, is out of the classroom, however it's not known if she is still employed. Jones was employed by MRESA and the organization will not comment at the advice of its attorneys.

Monday, June 8, 2009

NY: Justice for an autistic teenager?

NOTE: The following is from a mother who is fighting for the rights of her autistic son, who has been in jail for the past year. She claims that a confession from the 5 year old victim was coerced, that her son was encouraged to waive his right to an attorney by a school resource officer the child trusted, and that he was forced to admit to a crime he did not commit...and that they have videotaped proof of all of their assertions.

By Jeannette Hutchison
Daily Reporter

Currently most of the cases that go through criminal court in this country are pled out rather than going to trial. Most of us have gone to court for a traffic ticket and had an automatic option presented to plead to a lesser charge. Until today, I had never really thought about what it would mean to someone who is innocent of the charges, but in some way compromised by the court.   But today I saw our system for the cynical and hypocritical tool that it is.  

Where to begin?   Let me just say that my son,  an autistic and mentally challenged teenager, was charged with a very serious crime that he did not commit.  He was taken  from a respite house by the police, denied access to a lawyer, and deliberately separated from the counsel of his parents.  After my son was taken into custody, a police officer, a man he knew from school,  whose office was right next to his  special ed class, “the man with the gun,” told him that if he did not agree to the charges and sign off on them, he would never be let out of jail, and if he agreed to doing these things he could go home.  He then handed him over to an interrogator with a pre-written list of culpable actions.  Before the day was out, my son had signed off on all charges. 

Hopefully, he will recover from his terrible sense of betrayal when the school policeman, who he thought of as his protector, became his primary accuser, tricking him and lying to him.  He is afraid to trust anyone now.

At his arraignment later that afternoon, the judge asked him  if he needed a lawyer, and he said that, no, he did not need a lawyer because he was going home. If the accused person of a serious crime tells a judge he doesn't need a lawyer because he is going home, is it not a fair assumption that:

1. He does not understand how serious the charges are.
2. He is confused and under the false impression that he will be free to go home after the arraignment?
3.The judge should challenge the accused,because he obviously doesn't understand?

At the Huntley Hearing called to challenge the veracity of the confession, the interrogator and the State Trooper who arrested my son said that they didn’t notice anything unusual about him, a physically immature, autistic teenager with the mental development of a much younger child, and a markedly odd social presentation.  They said that he was cheerful and direct (my son, like most autistic people, rarely meets your eyes when he talks to you), and discussed the bizarre charges like a 'normal' 17 year old.   They also said that they were certain he understood the charges because he was reading them off the computer screen.  Despite being presented with school records, which clearly show that my son reads and comprehends what he reads at approximately third grade level, and therefore could not possibly have read the confession and understood what he read off a computer screen, the interrogator and the state trooper were unshakable in their  assertion.

The judge ruled that he would not challenge the integrity of the police.  We have a tape of the arresting officer questioning  my son during a preliminary investigation where he  repeatedly states that he didn't do anything.  They also have a tape of a three hour session, the third such session, with the five year old plaintiff, a social worker and the arresting officer, in which, after two and a half hours of coaxing and prompting, the alleged victim finally states that the accused has done something related to, but much less than, the contents of the confession. He then refuses to talk any more. Before the end of the session, he asks when he can see my son again.  According to a doctor, there is no physical evidence that anything whatsoever has occurred. However, we are looking at a trial in a small town court where the judge has made it clear that he stands behind the police who, we can see, are not stating the facts as they occurred, but have rather fabricated a story to make their beliefs about the case clear to the rest of us. We can’t put the defendant on the stand to refute their claims because he is autistic and mentally challenged, the proceedings have confused him, and if the prosecutor starts to badger him, it is unclear how he will respond, this could further damage his mental health  But, in any case, he doesn’t act ‘normal’.  He  has been in the county jail since July of 2008, mostly in solitary.  Up to now, there has been no consideration of his disability in the court proceedings, but in the jail, they have had to make some adjustments for him. He is on 72mg of concerta, 5mg of ritalin, 5mg of abilify, 30mg of temazepam, 500mg of depakote 2 X a day 400 mg of seraquel 2 X a day, .05 mg of synthroid, and 0.15mg of clonidine 2 X a day, which they denied him the first 4 days he was in jail.  He is naive and open, and easily confused by the attitudes of the other prisoners.   So, he spends his time alone in a cell with a pile of coloring books with mazes and word search and card games.

The prosecutor has asserted the most severe charges and punishment possible. They are talking about 25 years in the state prison.  This developmentally disabled, 110 lb, immature boy cannot survive 1 year in the state pen; worse yet, labeled as a pedophile.  What can we do?   Finally, the lawyers arrange for him to ‘plead’ to a lesser charge, and be placed in the care of the NYS Office of Mental Retardation and Developmental Disabilities.  He probably should be heading toward a residential program anyway.  The downside is we have to ask him to lie by telling him to say he did things he did not do.   And, even with the lesser charge, he will have to be registered as a “sex offender”. This is tough to swallow because he did not do anything, and it is clear, even to my son, that he should not have believed the State Police that told him he could go home if he signed the paper saying he did something that he didn't do. . Given the weakness of the evidence, it isn’t clear that anything happened at all. But it’s a big risk to go before a jury, up against a crying mother, lying police and a confession that states the most horrible crimes.

The lawyer says it is best to plead.  My son will, hopefully, end up in a safe place where they have resources to make his life pretty good.   So, here we are in court to go through the formalities of the plea.  He sits at the defense table, a slight youth in an orange suit, his hands shackled to his feet, surrounded by grown ups.  From the standpoint of the court, he  is a normal grownup too, but it is difficult to justify when you see him sitting there, confused and uncomfortable.  The judge first asks the lawyers, the prosecutor and the defense lawyer, to explain their understanding of the deal so as to be sure everyone is on the same page. It appears they are ready to proceed. The judge then asks my son if he understands what he needs to be doing.  When he doesn’t respond, the judge suggests he talk with his lawyer and get clarification. The lawyer talks to him in a low voice for several minutes.  He is basically giving him the script and reassuring him that it will be alright.

Finally, they look up and the lawyer indicates to the judge that they are ready to proceed.  So, the judge tells my son he doesn’t have to come to the witness box, that he will swear him in right where he sits.  He then proceeds to state in a loud and dramatic voice “Do you swear to tell the truth, the whole truth, and . . .  Do you understand the charge . . .?” Do you understand that by pleading to this charge you are giving up your right to a Jury trial and all future rights to deny the charge . . .?”   So the defense lawyer reads out an action, the minimum action necessary to validate the charge to which they are here to plead.  Did you do this. . .”  My son  doesn’t reply.  There is an eerie silence.  He is deadlocked, frozen in the headlights.  

Truth on the right, necessity on the left.  He just swore to tell the the truth, the whole truth etc.   Everyone is waiting for him to tell a lie.

So the judge says, “I thought you understood what you need to do here. Would you like to talk to your lawyer again?”   A slight nod.  So now the lawyer is once again whispering away in his ear.   And finally, they indicate that they are ready.  The lawyer, again, states that minimal action necessary to substantiate the plea.   After a tense pause, he  responds with a hesitant “yes”.  The prosecutor stands up and stalks across the room  and indignantly cries “That isn’t what we agreed.  I need him to say more!”  The defense lawyer asserts that the statement does substantiate the charge as he rises from his seat and follows her to the bench. There is more busy whispering.  Later we will hear that the judge sided with the prosecutor.  He said that if my son  didn’t plead to a more serious version of the offense, then he would substitute the original confession (to far more serious crimes) for whatever my son  says. Finally, they return to their places.   The defense lawyer is again whispering to him ,  After a time he stops and asks, “Ok. Are you ready?”   There is no response, so he returns to his whispered explanations and instructions.   Finally, they look up.  He reads again from his paper.  This time the action he states is a little more ugly and personal.   He asks my son  if this is what happened.  Again, there is a breathless silence followed by a faint “yes”.   Further, he asks if it happened twice.  Another low, almost inaudible, “yes”.   The judge then asks my son  to repeat what the lawyer has just said.   He doesn’t respond.  The judge asks again, and the lawyer whispers encouragement.   Finally, he haltingly repeats the statement of guilt.  “Where did these events occur?”   asks the judge.   A long silence.   “Where did you do this?”   Another pause, then “In the house?”  It’s a question.  “In what house?”  The judge isn’t satisfied.   Another pause.   Finally, “His and mine?is that ok?” It’s still a question.  Is this what you want to hear.  But mercifully, the judge and prosecutor are satisfied.

This is a mockery of justice.  If he is lucky, this innocent victim of a witch hunt will find himself in another institution where they at least are competent to deal with his disability, but with a very dark cloud of suspicion hanging over his head.  He will need time to recover from the trauma of having to recite self-incriminating lies to save his life.   He twitches and his hands tremble when he raises them to gesture.  He will need time to recover from a year of mostly solitary confinement.   He has lost 30lbs.,  he has trouble sleeping, and tends to fall into a paranoid mindset regarding the people around him.  He occasionally wonders how he can hide  when he ‘gets out’ so that the school cop, his primary accuser, won’t find him and kill him.  It is going to take time, but hopefully, he will be able to move into a residential program, perhaps somewhere in the country where it won’t be an issue that he is registered as a sexual predator.   And hopefully, he won’t lose the residential program that buys his freedom to cost cutting measures or some such, and find himself back in the courtroom under mortal threat. If he isn't lucky, well . . .  he won't survive. Where is the justice here?  I thought this was the United States of America,  where you are innocent until proven guilty.   Aren't we all guaranteed certain constitutional rights, like a fair and speedy trial?  How is it that the very people who are supposed to protect you lie and threaten to cause you  harm.  I think there should be laws to protect the disabled so there can be no more injustices to  autistic and mentally challenged  persons.
(The writer lives in Angelica)

Saturday, June 6, 2009

FL/AL: Fired and behind bars, a teacher still gets paid

updated 7:28 a.m. EDT, Fri June 5, 2009
By Jackie Damico
CNN
http://www.cnn.com/2009/CRIME/06/05/alabama.teacher.sex.salary/index.html?iref=mpstoryview

(CNN) -- Former teacher Charlene Schmitz is behind bars in a federal detention center in Tallahassee, Florida, serving 10 years for using texts and instant messages to seduce a 14-year-old student.

She has been fired from her job as a reading teacher at the high school in Leroy, Alabama.

But she is still collecting a paycheck.

Schmitz is appealing her federal conviction -- and her firing. State charges filed in connection with the case are pending. Under the law in Alabama, she is still entitled to her $51,000-a-year salary while she appeals her firing.

School officials are not happy that they now have to pay both Schmitz and her replacement. But her attorney says they must obey the law.

On Valentine's Day 2008, a jury found Schmitz guilty of two federal charges of enticing a child by electronic means, and she received the 10-year sentence. Three weeks after her conviction, the school board sent the tenured reading teacher a notice of its intent to terminate her. The school board officially fired Schmitz at a meeting in late March.

Schmitz and her employment attorney, Henry Caddell, filed an appeal with the school board.

The state defines its teachers as tenured by their time of service and experience.

The Alabama Teacher Tenure Law, meant to protect tenured teachers from unfair firings, gives them a chance to appeal their firings with the board. A change made to the law in 2004 requires the board to continue paying Schmitz until her employment appeal is heard and decided by an arbitrator.

"Ms. Schmitz is entitled to receive pay until all this is determined," Caddell said.

The school board would like nothing more than to have an arbitrator hear Schmitz's case so it can move on, but the law is not on its side. In Alabama, when there are parallel criminal and civil cases, all criminal charges must be resolved before any civil matters can be dealt with.

Schmitz must exhaust all avenues of appeal before the criminal case can be considered resolved.

A three-judge panel has turned down her initial federal appeal, but her criminal attorney, Donald Briskman, has asked a full panel of judges to review the case.

Briskman said there wasn't enough evidence to support a conviction.

"We feel that there were some leaps the jury would have had to make to reach that decision," Briskman said.

If the request for a full panel of judges is unsuccessful, the case could be appealed all the way to the United States Supreme Court.

According to school board attorney Martin Pierson, the fight is far from over when the federal case is settled. Charges are pending at the state level. That could mean another trial and the likelihood of more appeals.

The criminal appeals could delay the employment appeal for years.

Washington County School District Superintendent Tim Savage says that because the board must now pay both Schmitz and her replacement, the schools and the students are the poorer for it.

"It's taking money out from in front of students, and that's just wrong," Savage said.

The school board has tried another avenue to get an emergency stop in Schmitz's pay, but a judge overruled the attempt and told the board to wait on the arbitrator's ruling.

"The theory behind the law is good," Pierson said. If a teacher feels that he or she is unfairly fired or accused of something by the board, they get a chance to have an outside arbitrator hear the case while continuing to collect pay to support their families.

"She has always maintained her innocence," Briskman said of Schmitz.

"It's not my job to do the judging, but a jury has convicted her," Savage retorted.

None of the attorneys could say when the case and all its appeals might be resolved.