I'm wondering just how that all went down. I doubt very much it was suggested by anyone other than her parents to place her in a private school setting. I'm thinking it was a battle that probably included threats of a lawsuit. IMO that's just my gut feeling.
Edited to add....
From the globe:
"She had been born prematurely and had struggled with learning difficulties in public school for years. Then, in early 2012, her parents persuaded the local school district to pay for Justina to attend an expensive private school for children with learning disabilities. Justina loved the school and formed close friendships. When her mounting fatigue made it too difficult for her to walk several hundred yards to the cafeteria, her friends took turns eating with her in a classroom."
http://www.bostonglobe.com/metro/2013/12/15/justina/vnwzbbNdiodSD7WDTh6xZI/story.html
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Thanks for answering Mybelle's question regarding who paid for Justina's private school--ie., the local school district. It'll be interesting to find out if she'll be able to continue at that school when she's repatriated to the state of Connecticut.
Just continuing the discussion about the IEP process, and in light of your comments regarding who would suggest where Justina should be placed, I thought this information might be useful.
"If your child is determined to be eligible for special education services, you will begin the team process of developing an IEP to meet the specific needs of your child. The IEP is a written plan that describes in detail your child's special education program. Some key elements of a childs IEP include the following:
␣ Present levels of educational and functional performance;
␣ Measurable educational goals linked to present levels of academic and functional performance for the coming year and short-term instructional objectives derived from those goals;
␣ Evaluation procedures and performance criteria;
␣ An explanation of the extent, if any, to which your child will not participate in the regular education class, the general education curriculum or extracurricular activities;
␣ Modifications and accommodations your child needs to participate in the general education curriculum including nonacademic and extracurricular activities;
␣ Special education and related services required by your child including transportation and physical and vocational education programs;
␣ Recommended instructional settings and a list of people who will work with your child to implement the IEP;
␣ The date services will begin and end, and the frequency of the identified services;
␣ The length of the school day and year; ␣ Statement of accommodations and modifications needed to facilitate CMT/CAPT, or district-wide
testing;
␣ Recommendations for participation in alternate assessments (if needed); and
␣ Transition service needs."
Page 4
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Parents_Guide_SE.pdf
Since some posts seem to place significant stress on the fact that Justina was receiving her education in a private, rather than a public, school, I thought some readers might be interested in the kinds of special education programs are offered by private schools.
The Connecticut State Department of Education, Bureau of Special Education, has published a guide to 56 approved private special education programs.
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Priv_SpEd_Progs.pdf
Thumbnail descriptions of the programs are followed by faculty and contact information.
Parents of children who are in special needs programs may find additional support from their peers in organizations like the Connecticut Parent Advocay Center.
http://www.cpacinc.org/
IMO, the quality and content of the IEP which had been established for Justina in Connecticut has formed the opinion of what the Justina's parents will accept as a meaningful education.
On behalf of Bader 5, BCH has responded that Justina received tutoring.
http://foxct.com/2014/04/25/mass-state-official-wants-justina-pelletier-in-connecticut/
[According to BCH's Helping With Your Child's Psychiatric Hospitalization: A Practical Guide for Parents, typically children in Bader 5 will have from 9 - 12, M-F, focused on school. This is provided by one tutor for school-age children and another for adolescents. In an 18 bed facility, assuming that children will be at different ages and at different points in their education, each tutor will be involved in planning lessons for from one to eighteen children. For instance, at a time when each tutor plans for nine children, they may have nine plans to deliver during slightly less than three hours. Which is roughly 20 minutes of individual attention per child each day.
https://www.childrenshospital.org/~/media/BCH/PDFs/parentguide.ashx] Bader 5 is not a long term facility, and the tutoring design would reflect the typical stay of two weeks.
Justina's education during her stay in Bader 5 will probably once again be a point of contention at the next court hearing.