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waldorf education

Understanding Waldorf Education: Teaching from the Inside Out

Written by AbleChild on . Posted in Essential Books.

This book by Jack Petrash, who has over 25 years of teaching experience, provides an in-depth yet easy-t0-comprehend guide to Waldorf education. The concept for Waldorf education was created by Rudolf Steiner, and Waldorf schools have been around since 1919. But mainstream education appears to be moving away from the three-dimensional approach that Waldorf encourages (artistic, physical and academic) and putting more focus instead on things like standardized testing and other external symbols of achievement.

Waldorf education encourages the development of the whole child, not just for their career or next level of education, but so they can give their own life direction and be economically and socially responsible. Some other important concepts taught through the Waldorf method include learning to separate emotion from action, learning to combine feelings with thinking (which results in idealism), self-discipline, and not specializing too early. Waldorf education also advises against introducing children to technology too early, without first allowing them to become accustomed to the world without it.  Waldorf education encourages children to “try some of everything” in the early years of their education and become well-rounded. Learning through imitation and leading by example is highly encouraged with Waldorf education, instead of simply instructing children what to do and hoping they follow suit.

One of the main principles of Waldorf education is to follow the rhythm of the learning of the child, and to try to align education based on where the child’s interests lie at any given stage of their life. Also, in Waldorf schools a particular class has the same teacher as their main instructor from first through eighth grade. This process is called “looping.” Also, with Waldorf education, grade school students make their own readers in bound books starting in first grade, and create their own textbooks and workbooks as well throughout grade school and high school. These concepts and more are covered in Understanding Waldorf Education: Teaching from the Inside Out.

About the Author

Reviews

Eric Utne, founder of the Utne Reader:

“Jack Petrash’s eloquent, wise, and deeply moving book gives me a new found appreciation for Waldorf education. Even though I have been a Waldorf parent for nearly twenty-five years and a Waldorf teacher for nearly two years, I found Petrash’s explanation of the curriculum’s three-fold approach fresh and illuminating. Whether you are a parent, an educator, a policy maker, or simply a person interested in human growth and learning, read this book. You will learn how relevant education through the “head, heart, and hands” can be for our children and for the future we hope to create.”

About the Author

Jack Petrash is an educator with over 40 years of experience in the classroom. He has written a considerable amount of insightful information on education and parenting. His other books include Covering Home: Lessons on the Art of Fathering from Baseball and Navigating the Terrain of Childhood: A Guidebook for Meaningful Parenting and Heartfelt Discipline. Petrash is also the founder and director of the Nova Institute, which encourages the convergence of Steiner-Waldorf education and mainstream education. He currently resides in Kensington, Maryland.

children's education

Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, 25th Anniversary Edition

Written by AbleChild on . Posted in Essential Books.

With over 100 years of mandatory schooling behind us now, we have seen the progression of issues such as illiteracy and learning disabilities in our children. Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, which is John Taylor Gatto’s radical treatise on how the formal education system is damaging our children and families, is a true eye-opener. This New Society Publisher’s bestseller was originally published in 1992, had a 10th anniversary edition published in 2002, and the most recent 25th anniversary edition was printed in 2017, with a foreword from Zachary Stayback, who is an Ivy League dropout and cofounder of tech startup career foundry Praxis.

Gatto, who spent 30 years teaching in the public school system before writing this book, is an advocate for education being central to the family, instead of being used to separate children from their families. In the book, Gatto makes a strong case that effective education should promote individuality and privacy instead of conformity. Gatto is an advocate for home schooling, and points out how back in the 1800s children’s skill levels were developed much earlier than they are now, and far beyond what our school systems consider acceptable nowadays. The book also introduces the idea that genius is a very common quality that is being suppressed in our society, and we have been made to believe that genius is a rarity.

Dumbing Us Down, which opens with a speech given by Gatto in 1991 when he was named “Teacher of the Year,” is known to be a fairly easy read. In the book, Gatto explains how the modern public school system is driving out the natural curiosity and problem-solving skills children are born with, and replacing it with rule-following, fragmented time, and disillusionment. Gatto encourages children to be their own teachers and in charge of designing their own education. And he makes a strong case for why the mass education system that has developed in America does not support democracy or any of the values the United States was taught as a result of the American Revolution.

While Gatto explains how the school system itself is setting children up for failure, he also believes there are many humane and caring teachers in our schools that are just caught in a faulty system. Another key takeaway from this extremely valuable and timeless text is Gatto’s concept that “the teaching function, in a healthy community, belongs to everyone,” and that we should not just be looking to education professionals to define “good teaching.”

About the Author

John Taylor Gatto was born in on December 15, 1935, in Monongahela, Pennsylvania. He did his undergraduate work at the University of Pittsburgh, as well as Cornell and Columbia in New York. Gatto then served in the U.S. Army medical corps at Fort Knox, Kentucky and Fort Houston, Texas. After his military service, Gatto completed graduate work at the City University of New York, Hunter College, Yeshiva, the University of California, and Cornell.

Before and during Gatto’s teaching career, he served in various other occupations, many of which involved writing. He wrote scripts for the film business, wrote for advertising, was an ASCAP songwriter, and eventually founded Lava Mt. Records, which is an award-winning documentary record producer. Gatto’s record company has completed a variety of big-name projects, including presentations of speeches from Richard M. Nixon and Spiro Agnew.

Gatto’s teaching career garnered him quite a few awards. He was named New York City Teacher of the Year three times, and then held the title of New York State Teacher of the Year. After leaving his teaching career after 30 years, telling the Wall Street Journal that he was “no longer willing to hurt children,” he moved on to become a much-sought-after public speaker on the topic of school reform. His speaking engagements took him across all 50 states in the U.S., and to seven foreign countries.

Gatto had also recieved other awards, such as the Alexis de Tocqueville Award for his contributions to the cause of liberty. From 1996 on, he has been included in the Who’s Who in America. He has authored a handful of other books, including A Different Kind of Teacher and The Underground History of American Education.

Gatto passed away on October 25, 2018. His obituary on the website for the Foundation for Economic Education stated that after three decades in the classroom, “Gatto dedicated the rest of his life to repairing the damage done by the public education system.”

 

Reviews

Meryn Callander, author and co-founder of the Alliance for Transforming the Lives of Children:

“Gatto presents a credible case for his belief that school is an essential support system for a model of social engineering that condemns most people to be subordinate stones in a pyramidal social order, even though such a premise is a fundamental betrayal of the American Revolution.”

 

phonics

Why Johnny Still Can’t Read: A New Look at the Scandals of Our Schools

Written by AbleChild on . Posted in Essential Books.

Now that Rudolf Flesch has made the argument that phonics is the most effective way to teach children how to read in his last book, Why Johnny Can’t Read – And What You Can Do About It, this second book further examines the role of phonics in the education system. Thirty years after publishing Why Johnny Can’t Read – And What You Can Do About It, acknowledges how over time the progressive agenda that has been indoctrinated into school faculty has forsaken much of the teaching method of phonics. Instead, teachers now promote a look-and-say method of teaching children to read which uses only a small part of the phonics method of teaching.

Flesch believes this unsound approach to teaching children to read is meant to be detrimental, since it can have a domino effect onto the child’s other studies, and prevent them from reaching their full potential. Knowledge is power, and as years go by, more of our children are being stripped of this power. This book shows parents how to be their child’s best advocate, and see through the education system’s agenda to bypass necessary and extremely important steps in their child’s learning.

About the Author

Rudolf Flesch is an Austrian-born American author, readability expert and writing consultant. He was a major advocate for plain English and the use of phonics rather than sight reading to teach children in the United States. He created the Flesch Reading Ease tests, and was co-creator of the Flesch-Kincaid readability tests.

Flesch is probably known best for Why Johnny Can’t Read: And What You Can Do About It. His other books include How to Test Readability (1951), How to Write Better (1951), The Art of Clear Thinking (1951), The ABC of Style: A Guide to Plain English (1964), and How to Write Plain English: A Book for Lawyers and Consumers.

 

phonics

Why Johnny Can’t Read – And What You Can Do About It

Written by AbleChild on . Posted in Essential Books.

This book, written in 1955 by author, readability expert and writing consultant Rudolf Flesch, is all about phonics, which is the method recommended by the U.S. Department of Education for teaching children to read. Why Johnny Can’t Read and What You Can Do About It contains all the materials and instructions anyone would need to teach a child to read at home.  The book, which was reissued in 1986, also serves as an exposé on the American education system’s failure to properly teach this method to so many children over the years.

In the 1950s, Rudolf Flesch began tutoring a boy named Johnny who was held back in sixth grade because he had such weak reading skills. Once Flesch began working with Johnny, he realized that at age twelve this child still struggled to understand even some of the simplest words. The reason for this was that Johnny had not been instructed using phonics, which teaches children how to sound out or “decode” words. Once Johnny was introduced to phonics, he began to excel at reading.

Phonics is also referred to as the “foundational skills” of reading because while children could learn to read books in kindergarten or first grade by memorizing words, that will not help them once they get older and are assigned more challenging reading materials. So often the negative impact from lack of phonics instruction doesn’t become apparent until the child gets a bit older and is faced with these more complicated reading assignments. The scientific community stands by phonics as the best way to teach children to read. There have been movements to ensure it is used in schools, but as the book reveals, enforcing it has been a whole different story.

About the Author

Rudolf Flesch is an Austrian-born American author, readability expert and writing consultant.  He was a major advocate for plain English and the use of phonics rather than sight reading to teach children in the United States. He created the Flesch Reading Ease tests, and was co-creator of the Flesch-Kincaid readability tests.

Flesch is probably known best for Why Johnny Can’t Read: And What You Can Do About It.  His other books include How to Test Readability (1951), How to Write Better (1951), The Art of Clear Thinking (1951), The ABC of Style: A Guide to Plain English (1964), and How to Write Plain English: A Book for Lawyers and Consumers.

Local Newspapers in Conflict with OCA’s Report on Adam Lanza

Written by Able Child on . Posted in Sandy Hook.

What are the odds that Adam Lanza could be so racked with anxiety and, effectively, be so emotionally and behaviorally paralyzed, that he also could academically match the best in his class? Information provided by the Connecticut Office of the Child Advocate (OCA) and the newspaper, The Newtown Bee, present very conflicting data about Adam Lanza’s academic abilities.

Let’s start with that odd year when Adam Lanza should have been in the eighth grade. Recall that the OCA reports that after his seventh grade year at the Catholic School, “He did not return to school, public or private, in eighth grade.”

Additionally, the OCA explains “the psychiatrist responded with a faxed note that AL was “medically/emotionally unavailable to be tested (CMT).” “According to the psychiatrist, AL could not and was not receiving home-bound or hospital-based tutoring and he was not attending school at all.” (Pg.43)

Okay, so according to the OCA, Adam Lanza was not attending school for the entirety of the eighth grade. This is curious. If Adam Lanza did not attend school for the entire eighth grade, how did he make the Honor Roll at Newtown Middle School for three semesters of the eighth grade? According to The Newtown Bee, Adam Lanza is listed on the eighth grade Honor Roll list for 03/03/2006, 5/11/2006 and 7/20/2006. And it gets even more absurd.

Although Adam Lanza did not participate in any schooling in the eighth grade, (but still made the eighth grade Honor Roll for three semesters) Lanza is allowed to enter the ninth grade at Newtown High School. In the ninth grade, the IEP “Team” wrote “requires removal of the student from the regular education environment because AL requires more intensive service than provided for in a general education classroom.” “However, the services offered were essentially 10 hours of academic tutoring.” (Pg. 61) Despite Lanza’s inability to attend school, according to the Newstimes, published on May 5, 2007 (the Spring of Adam’s ninth grade year) Adam Lanza made the Honor Roll.

According to the OCA, Adam Lanza is so paralyzed by his emotional and behavioral disabilities by the 10th grade that “school staff and Mrs. Lanza were well engaged with each other and making many efforts to accommodate and facilitate AL’s attendance in school.” (Pg. 64) But the other side to this story paints a very different picture. According to The Newtown Bee, Adam Lanza not only made the Honor Roll three consecutive semesters of his tenth grade year, but received “High Honors.” What are the odds?

According to the recently released report on Sandy Hook by the OCA, Adam Lanza “was originally scheduled (8/27/07) to take Sociology, AP U.S. History, AP Chemistry, AP Physics, English, Math, and Latin” for the upcoming 10th grade. But according to the OCA, it was a plan “which did not last beyond a few months.” (Pg. 65)

The OCA also reported that “by February of that school year AL had dropped most of his mainstream classes, including Sociology, History, Chemistry, and Physics and had arranged to complete English as an “independent study.”   And, the OCA further said, “It became clear that the recommendations for full time participation in regular classes was a goal that could not be met at that time.” (Pg. 67)

The OCA also reports that “in March, Mrs. Lanza was again contemplating home-schooling AL, but worried that he would later be unable to show (a college?) all of his work with the Technology Club or work study. Summer of 2008 records indicate that AL was to receive Extended School Year Services (ESY), in the form of one-on-one tutoring from school staff.” (Pg.67)

The OCA did not elaborate – did not provide any information – on whether AL actually completed any school work through the ESY program, but does report that for the 11th grade “AL did not reenter mainstream classes in the High School again.” (Pg.68)

Now, let’s consider the names of those Newtown High School students, as reported and printed by The Newtown Bee, who made the “First Quarter Honor Roll,” which is dated 12/21/2007. Listed under “High Honors – Tenth Grade” is… Adam Lanza. What are the odds?

According to The Newtown Bee, “To be included students must be enrolled in five or more courses with a minimum of four courses in areas of study other than independent study and released work experience and have no incomplete grades.”

If the public is to believe the OCA report, Adam Lanza was so racked with anxiety in 10th grade that his educational plan “did not last beyond a few months.” Still, though, this emotionally tormented boy was able to pull off an “overall average of 90 or higher for the marking period and receive a grade of 85 or higher in each course used in determining the overall average.”  Seems a stretch, but okay. What about the next semester?

According to The Newtown Bee, Adam Lanza also made the Honor Roll in the Second Quarter and, remarkably, also was listed in the Third Quarter as receiving the “Latin Award – Summa Cum Laude.” Again, all of this was accomplished by a kid whose educational plan for the year “did not last beyond a few months.”

It is beyond incredulous, given his reported emotional and behavioral problems at the time, that Adam Lanza was capable of carrying off such an academic feat, but it is even more astounding that the OCA, after two years of painstakingly combing through his school records, could so blatantly fail to even mention that Adam Lanza had earned such high academic accolades.

And, while the OCA appears to paint the Yale Child Study Center as the smartest guys in the room, based on Adam’s stupendous academic record for the 10th grade, it appears Yale’s diagnosis missed the mark. According to the OCA report, “Yale Child Study Center clinicians did not conclude that AL was “high functioning” or that he definitively had Asperger’s Syndrome. Rather, they found him as profoundly impaired and debilitated by anxiety, with extensive special-education/therapeutic needs.” (pg. 62)

Both scenarios don’t add up. Either Adam Lanza was “profoundly impaired and debilitated by anxiety,” or he was “high functioning” and brilliant. Adam Lanza did not make the Honor Roll for three consecutive quarters of the eighth grade at Newtown Middle School and, at the same time, not attend eighth grade. Either Adam Lanza completed all of the required courses at Newtown High School in order to be listed as being on the Honor Roll and receive “High Honors,” or his educational plan “did not last beyond a few months… and by February of that school year AL had dropped most of his mainstream classes, including Sociology, History, Chemistry, and Physics and had arranged to complete English as an “independent study.”

Is it possible that educators at Newtown Middle and High School made a mistake placing Adam Lanza on the Honor Roll and bestowing “High Honors” on him? If they did, perhaps lawmakers may find it appropriate to revisit the legitimacy of all of those students who were bestowed honors. After all, if a child does not attend school “at all” for an entire year and then is placed on the Honor Roll for three consecutive semesters of that year, there appears to be a major problem with student accountability, to say nothing of the accuracy of the rating system.

One might also argue, given the faculty’s reported knowledge of Adam Lanza’s emotional and behavioral challenges, that it is a stretch to believe someone at Newtown Middle and High School didn’t question Adam Lanza’s placement on the Honor Roll at least once, let alone let it slip for three consecutive quarters.

On a number of levels the OCA’s carefully crafted “story” does not make sense, beginning with the fact that Adam Lanza skipped the entirety of the 8th grade and was allowed by the Newtown School District to move into the 9th grade. The problems surrounding Adam Lanza’s apparent academic accolades only adds to the ever-growing list of oddities in the OCA report.

The only way to truly know the facts is for Adam Lanza’s school records to be made public. Until then, the report is simply a “story” made up by the OCA…and not a very good one at that. Certainly the OCA report should not be used to decide the future mental health programs for Connecticut’s school children.

8th Grade

http://newtownbee.com/news/79050

http://newtownbee.com/news/80505

http://newtownbee.com/news/81895

9th Grade

http://www.newstimes.com/default/article/Newtown-High-School-honor-roll-54220.php

10th grade

http://newtownbee.com/news/93753

http://newtownbee.com/news/95282

http://newtownbee.com/news/97773

 

 

 

 

 

 

Child Advocate Report, Claims Adam Lanza “Untreated?”

Written by Able Child on . Posted in Sandy Hook.

This is Dedicated to All Children

The long awaited report from the Connecticut Office of the Child Advocate regarding the shooting at Sandy Hook openly admits that the state failed Adam Lanza by not adhering to the special education laws already on the books.  This reinforces AbleChild’s efforts for full disclosure of Lanza’s medical and mental health records to demonstrate the rise of school shootings and their link to psychiatric drug use.

Like almost every aspect of the Sandy Hook shooting incident, this report does not provide actual documentation to support its conclusions, but, rather, a “story” has been crafted for public consumption in an effort to gain support for an increase in the already intrusive mental health programs within the State.

Recall that in the spring of 2013, AbleChild sued the State for release of Lanza’s medical/mental health records and autopsy/toxicology findings.  The State has not released those findings. Rather than rule on AbleChild’s request for full disclosure, the State FOIA Commission determined it was a “legal matter,” and left AbleChild, who had petitioned on behalf of the public, the only option of a lengthy and costly litigation to the Connecticut Supreme Court.

AbleChild’s attorney, Jonathan Emord, wrote that the Medical Examiner’s refusal to disclose information requested by AbleChild “violates the equal protection and free speech clause of the Connecticut and federal Constitution.” AbleChild argued that failure to disclose this information is a public safety issue and tied to a national crisis of school shootings.

What seems clear from the Advocate’s “story,” however, is that Adam Lanza received numerous evaluations and completely subjective psychiatric diagnoses, beginning with the “Birth to Three” system.  Over the course of the next thirteen years, Lanza had been diagnosed with no fewer than nine disorders or disabilities and had been evaluated by no less than three psychiatrists.

Oddly enough, while it seems clear from the Advocate’s “story” that Lanza’s “Individualized Education Plan” (IEP) “Team” was at least aware of his mental health issues, albeit having an incomplete record, the “Team” was not as concerned about Lanza’s educational progress. For example, according to the “story,” Lanza completely skipped the entire eighth grade and still was allowed to enter the ninth grade. How exactly did the IEP “Team” make this decision? A show of hands? Secret ballot? All those in favor say, “aye?”

Adam Lanza, according to the “story,” was not receiving home-bound or hospital based tutoring.  He was not attending school at all, for the entirety of his eighth grade year but the IEP “Team” got together in June of 2006 to set up Lanza’s class schedule for the ninth grade? This is incredible.

All too often the Advocate’s “story” places blame on Nancy Lanza, when, in all actuality it was the psychiatrists, psychologists, IEP “TEAM,” and the Yale Child Study Center that dropped the ball which is clearly evidenced by the numerous admissions that, “there are no records…”.  One thing is certain, the decision to allow Adam Lanza to enter the ninth grade, without having completed any of the required work in the eighth grade, could not, by law, be made by Nancy Lanza.

And, to make matters worse, Lanza apparently was allowed to remain out of school, with no tutoring or Home-Bound services based on his psychiatrist’s evaluation…the same psychiatrist, Dr. Paul Fox, who was referred to Nancy Lanza by the Newtown School system and who subsequently voluntarily gave up his license to practice in New York and Connecticut because of his sexual relations with patients. The same Dr. Fox destroyed his patient records, fled the country, and is currently living in New Zealand.

Despite what appears to be a complete disconnect between the school district and Dr. Fox, the Child Advocate’s Office recommends that these kinds of referrals by the school to outside psychiatrists continue. Where is the oversight? Who determines which psychiatrists are qualified? And, given that Fox destroyed all of his records in this case (and who knows how many other referrals) where is the accountability?  This is the exact reason informed consent is critical and should always include the right to refuse psychiatric labels and drugs.

Also of interest is the never before released information about “The Big Book of Granny.” Recall, that this school project has been used repeatedly by “mental health professionals” to make the case that Lanza’s violent tendencies began at a very young age.  Now, thanks to the Child Advocate’s “story,” the public has learned that this was a joint effort and co-written by another fifth grade boy.

The question, of course, is how much of the violence can actually be attributed to Adam Lanza? The Child Advocate’s office does not answer that question, but, rather, continues down the psychobabble path that the book stands out “to mental health professionals” as a text marked by extreme thoughts of violence and there should have been an intervention. But whose “thoughts of violence?”

In the end, and of little surprise, the Child Advocate’s Office provides pages and pages of recommendations that will increase mental health intrusions into the school system. And all of these recommendations are based on flawed, misleading and incomplete records of the “services” provided to Adam Lanza.

Sandy Hook Promise at Odds with Constitution and Other Parents

Written by Able Child on . Posted in Sandy Hook.

Sandy Hook Promise founder, Rob Cox, recently asked the question, “Did the law, and our Constitution, make this massacre easier to carry out?” His organization advocates for massive mental health screening for all children, according to the Burlington Free Press article, “Sandy Hook lessons yet to be learned, two years later“.

This is the same “mental health screening” that clearly failed Adam Lanza at Danbury Hospital, where he was screened by the Department of Psychiatry for harm to himself and others and released prior to the mass murder in Sandy Hook, Newtown, Connecticut.

According to the Burlington Free Press Interview, “In asking these wrenching questions, Cox was essentially framing the mission of the organization he would help to forge during the coming weeks in Newtown, Sandy Hook Promise.”

This has prompted AbleChild cofounder, Patricia Weathers, to ask some pointed questions to the founder, Mr. Cox, who has garnered the attention and support of the mainstream media, politicians, and financial supporters.

“This stunning “anti-constitutional” mission of the Sandy Hook Promise should have us all alarmed,” says Patricia Weathers.

The question, Mr. Cox, why are you not asking for the medical and mental health records like AbleChild, or finding it a little “strange” to say the least that there are just too many discrepancies in the reporting?

Why does Sandy Hook Promise blame the Constitution and yet does not want access to all the data involved in the “treatment” that failed this young adult?

Cox seems to buy into the State’s “Lanza Narrative”  that he didn’t get mental health treatment or needed drugs instead of looking to facts within the police investigative report.  Is this why Cox hasn’t asked for the records to be opened or held the State of Connecticut and the Sandy Hook Commission accountable to the public?

My son was placed on psychiatric drugs with dangerous side effects and had a violent adverse event.  Being a mother who testified before the FDA and Congress with the hundreds of parents that have had children who have died as a result of antidepressants linked to violence and suicide, I know that parents who want answers DON’T STOP until all information is revealed and all questions are answered. These parents, despite their loss, fought through the bureaucratic rhetoric to get to the truth and based on this truth changed appropriate laws and worked to get a Black Box Warning on the drugs and TV Ads so that other children would not share the same fate. They were not pawns for one political group pushing an agenda. They saw through this and the pharmaceutical conflict of interest within the government.

Perhaps this is why the Sandy Hook Promise doesn’t have all the Sandy Hook victims’ families that lost a child on that horrifying day supporting their efforts.  A fact Cox admits in the article.

An organization like Sandy Hook Promise, that blame the Constitution and uses innocent victims to spread misinformation without having all the facts is reprehensible.  This organization, by pushing forced mental health treatment and gun control without public hearings is endangering our children and violating parental rights.  This flies against the very foundation of this Country.

Informed Consent Needs to Grow in Brooklyn

Written by Able Child on . Posted in Lawmaking.

Recently, it has come to AbleChild’s attention from a New York grandmother, who filed a report with AbleChild in September that a public school district in Brooklyn, NY does not feel that U.S. Law -Title 20 1232h, Protection of Pupil Rights (Hatch) Amendment applies to them. AbleChild has long endorsed this law and its complimentary supported amendment letter (Hatch) because both directly support informed consent rights regarding psychological testing in public schools throughout this nation.

Title 20 U.S. Code 1232h- Protection of Pupil Rights gives the power to the parent to refuse any survey, analysis, or evaluation that reveals information concerning mental or psychological problems of the student or the student’s family, or their beliefs. This Right to Refuse applies to all subjective psychological evaluations, surveys and questionnaires that are used to diagnose our children with a mental health disorder.

“Both Title 20 and Hatch give parents not only the right to make critical decisions regarding their children within education, but provides for safeguards to ensure that a parent can raise their children in the way they believe is appropriate, label and drug free”, said Patricia Weathers, AbleChild Cofounder and mother of two boys. Weathers went further by stating that, “Schools should not be allowed to make decisions regarding mental health services, psychiatric diagnoses or psychiatric drug “treatment” for children. Schools should stick to education. Parents always have the right to refuse any and all of these and should not be told they are “non compliant”. Parents have the right to choose as part of informed consent.”

“This grandmother reached out to AbleChild because her request to her grandson’s school for an educational evaluation to determine if he was in need of special services was denied.  She was told that she was “non-compliant” when she refused the psychological portion of the evaluation on her grandson.  She tenaciously advocated for her grandson’s educational needs by printing out both Title 20 and The Hatch Amendment and submitting them to her grandson’s school. As per her account of the matter, “The school seemed unaware of the law and uninterested in learning about my right to refuse the psychological portion of the evaluation. I had to insist that both the law and the amendment letter that I filled out were submitted into my grandson’s file because the school psychologist didn’t think that I had the right to put anything into his school file.”

AbleChild questions whether the school district is actually ignorant of the law or is banking on an uneducated parent/caregiver who doesn’t question authority or know his or her rights. Either way, this incident demonstrates that much more awareness needs to be given at both the educational and parental level on informed consent regarding mental health and education.

For more information on AbleChild, to report your own experiences with these issues, support a parent’s right to choose and refuse, or join this organization, please visit www.ablechild.org.