New findings by the Council of State Government’s Justice Center made a bitter discovery this year when it found that Texas public schools more frequently disciplined children with learning disabilities by in school suspension, out-of-school suspension, and expulsion. Records were evaluated at Texas’s largest school system which enrolls close to one million students. They revealed that 75% of middle and high school students with disabilities had been suspended, expelled, or both at least once. Only 55% of the learning disabled students had not suffered those consequences.

Findings showed that the punishments were equally administered to the disabled students. Of those students suffering from an emotional disturbance, 90% were suspended or expelled at least once between the 7th through the 12th grades. Even more astounding was the fact that half of this group were suspended or expelled more than (eleven) 11 times.

Follow up:

Seventy-six percent of students with a learning disability were expelled while 63% of the students with a physical disability were expelled. However, if the student suffered from autism or was mentally retarded, the rate of suspension fell to 37%.

This study dramatically proves that Texas needs to examine their discipline program, make adjustments, and decide whether or not their school is any safer because of the expulsions. It may be assumed that Texas holds the assumption that the best predictor of a student’s likelihood of being punished lies within the fact that the student has a learning disadvantage.

If disciple is unreasonable, the parent under the federal No Child Left Behind has the option to send his/her child to free tutoring services.
These tutoring services may be for-profit companies, nonprofits (community organizations or college.) It is each school’s duty to monitor the quality of tutoring.

Does tutoring for the disabled child produce results? All statistics show a resounding “Yes!” For the ADHD and autistic child, an environment of security and one-on-one communication is available. There are no distractions and the setting is low-key to match the physical requirements of the student. The dyslexic student will have the opportunity to learn at a reasonable rate. E-learning or other forms of sight, hand/eye coordination will be available plus a one-on-one communication with a teacher. There is no need for completion.

The student is able to progress at his/her learning level. The U.S. Government Accountability Department is now working toward recommendations that the federal government give states more help and information on the best practices to deliver better and more acceptable services to needy students. This definitely includes the learning disabled student and his right to a full and complete education without fear of expulsion.