2007 Letter to Dr. Fowler and Troy School District

May 11, 2007

Dr. Barbara Fowler
Superintendent of Schools
Troy School District
4400 Livernois Road
Troy, Michigan 48098

Dear Ms Fowler,

Imagine –

“Troy School District recognized by the Autism Society of America (ASA) in recognition of their commitment to the autism community. The District’s recognition was announced at ASA’s National Conference and Exposition on Autism Spectrum Disorders”

This would be an outstanding addition to the various accreditations, six national exemplary awards, and Blue Ribbon honors, 100 Best Communities for Music Education awards, exemplary athletic programs and Visionary Leadership Awards

As you know, autism is a complex neurobiological disorder that typically lasts throughout a person’s lifetime. It is part of a group of disorders known as Autism Spectrum Disorders (ASD). Today, The Centers for Disease Control and Prevention (CDC) in Atlanta estimates that one in 166 children in America have autism. That’s 10 times the number that studies counted during the late 1980s and early ’90s, although the figures, like so much of the public discourse on autism, are tinged with controversy making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism impairs a person’s ability to communicate and relate to others.

We have an 11-year-old daughter, who has autism. She has been at Bemis Elementary School and will hopefully start middle school in Troy next fall..

Being a long time resident of Troy and having three children graduate and move on to college, we have been pleased with the District’s philosophy and services in the past. After it became clear that our daughter had high functioning autism we found ourselves thrown into the world of special education. When you have a child with a disability, it may seem that you’ve been dropped in the middle of a whirlwind of information and buzzwords. Things such as inclusion, behavior modification, functional analysis, IDEA, IEP, due process, evaluation and sensory integration. It is difficult to get answers and help.

One area of surprise for us is what appears to be the lack of focus and dedication in the Troy School District to address.

Did you know…
• 1 in 166 children is diagnosed with autism
• 1 in 94 boys is on the autism spectrum
• 67 children are diagnosed per day
• A new case is diagnosed almost every 20 minutes
• More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined
• Autism is the fastest-growing serious developmental disability in the U.S.
• Autism costs the nation over $90 billion per year, a figure expected to double in the next decade
• Autism receives less than 5% of the research funding of many less prevalent childhood diseases
However as we learn more about autism, what other State’s school districts are doing and what the law indicates we find ourselves asking, “where is the Troy School District?” “Why hasn’t this become and area of focus and leadership for the District?”

Some parents in other states have moved aggressively. For example, in Manhattan there is a new Charter School to serve autistic students. Tuition will be free, compared with as much as $70,000 a year at a comparable private school. The charter school will receive more than $60,000 per pupil in public money for special educational needs, rather than the $8,586 given for normally developing children at charter schools.

We understand the financial challenges of special education mandated by the Federal Government and the issues on funding. We also understand the current situation in the State of Michigan budget crisis and proposed reductions to schools deepens the issue.
That being said, there still appears to be a gap that needs to be desperately addressed. Congress found that implementation of the IDEA “has been impeded by low expectations and an insufficient focus on applying replicable research and proven methods of teaching and learning for children with disabilities”. Furthermore, it is our understanding that a lack of resources is not a sufficient reason not to provide the services required.

An example of a local District that appears to have resourced this area properly is Grosse Pointe Schools. It is our understanding in Grosse Point that they have classrooms for their AI kids at every level - elementary, middle and High School. Each classroom has 5-6 students, with 1 teacher and 1-2 assistants depending on the needs of the students. The students are somewhat grouped according to ability and mainstreamed according to their IEP recommendations. They have 4 classrooms at the High School level and are opening a 5th. We understand they have 5 classrooms at the middle school level. In addition to the academics, they offer a wonderful Quest program at the middle school level, which covers Social Skills, training, communications skills, and job skills. In addition they offer Work site based education, Vocational opportunities and a Transition to College and Life program. For additional information please go to http://www.gpschools.org/sp_se_overview.htm

From what we understand, Troy has one classroom at the elementary level and one autism specialist. It is not clear what level of training and skills are provided.

Given the above, we still would like to meet with you to discuss why is it that Troy doesn’t have an exemplary program on autism? A funded resource room for children with high functioning autism? Adequate training and support for teachers and staff who provide services to children with autism.

We look forward to talking with you. We will contact your office to set up a time to discuss this matter

Thank you,