Using ABA to Identify & Deal with Misinformation

Special education and disability-related areas of civil rights law are complex systems of law and science that require an understanding of how an individual person is impacted by their unique disabilities within the unique contexts of their unique individual lives. The whole person has to be taken into account in order to determine the degree to which their disabilities impact their Activities of Daily Living (ADLs), which includes learning, employment, and community access.

In special education, the presence of disability alone does not automatically make a student eligible for special education, though it still makes them protected under Section 504 of the Rehabilitation Act (504) and the Americans with Disabilities Act (ADA). In special education, having a disability satisfies only one prong of a two-pronged line of inquiry that requires, upon evidence of a disability, further evidence that the disability interferes with the student’s access to education in some kind of meaningful way that requires specialized instruction of some form.

In some states, such as California, if a student demonstrates a speech and/or language impairment such that they satisfy the Speech-Language Impaired (SLI) eligibility category pursuant to the regulations, and require speech-language services but not Specialized Academic Instruction (SAI), the speech-language services can be considered SAI for the purposes of finding the student eligible for special education. This is because public school instruction is so heavily weighted on language that having intact language skills is necessary for accessing the instruction.

That said, many students, particularly those found eligible under the Autism (AUT) criteria, experience significant impairments in pragmatic language that many not interfere with their academics in most cases, but greatly interfere with their ability to interact in socially appropriate ways with others. This can impact their peer interactions during unstructured times like lunch and recess or passing periods, participation in group learning activities in the classroom, safe behavior during school drills or actual emergencies, etc.

Addressing these kinds of challenges through special education can be just as educationally necessary as addressing the academic needs of a child with an intellectual disability, profound medical condition, or learning disability. Figuring out who needs what, if anything, in special education requires an expert level of assessment and data analyses.

Furthermore, special education is a regulated process. Local education agencies have to abide by the rules attached to the federal special education dollars in order for their states to receive said dollars. Compliance with 504 is non-optional for any entity receiving federal dollars of any kind, such as public schools, and compliance with the ADA is mandatory, period.

Federal special education law mandates the application of the peer-reviewed research to the design and delivery of special education, to the degree doing so is practicable. This means that approaches that have already been proven to work, that is, evidence-based practices, must be used when addressing the individual needs of each special education student pursuant to the applicable regulations. In theory, logic should prevail under the circumstances.

However, as the whole world is now seeing first-hand, the government in America has always been infiltrated by anti-democratic thinkers and morons who have no idea what they are doing. Sometimes these people are one in the same. Not to say, “I told you so,” but back when people kept comparing me to Don Quixote when I’d make a stink about special education violations as a matter of a departure from the rule of law by local government agencies, I kept telling people that special educati