There is a long history of discrimination of children with mental health conditions, emotional disturbance and other invisible disabilities being misunderstood. Subsequently, children are neglected, bullied, and traumatized from their experiences in school systems. In some cases, this lack of identification and intervention led to school shootings by youth identified as being emotionally challenged. Students who are unable to fully advocate for themselves, such as children with invisible disabilities like autism, are especially vulnerable to not being included or given appropriate access to educational experiences as well as being mistreated. Free Access to Public Education, known as FAPE, aims to provide children the Individualized Education Plan (IEP) that would meet their needs as unique individuals. However, in practice, we as professionals and educators working with children and families fall short with regard to education accommodations and social inclusion.

 

With the rise of diagnoses of invisible disabilities, such as autism spectrum disorders, specific and pointed training is becoming even more necessary for accurate assessments and the generation of appropriate IEPs so that children are not only provided FAPE, but are also safely included in school activities. This type of attention to inclusive education can help build and preserve peer relationships, children’s, dignity as human beings, and to avoid unnecessary involvement in the legal system.

 

This workshop will provide a brief background of the law and cases of children, parental/guardian rights, and provide strategies for clinicians at a Master’s or Doctoral level to proactively provide education and supports to schools, teachers, the students and families in order to produce successful student outcomes in the US and abroad.