It Began with Mrs. Scott, Advocacy, and PL94-142
Reagan:
Kathy, did you have a paraprofessional with you while you were in school? Did your parents have to fight hard? I’m also wondering if you have to tolerate LNAs you don’t like at all, just because there aren’t any other options.
Kathy:
Thank you for your question, Reagan.
I started my educational journey with Mrs. Scott. She was my first-grade tutor. She came to my house five days a week for two hours. I liked her, but I really wanted to go to school like everyone else. There were no laws requiring me to attend public school. However, my parents were well-known in the community and very strong advocates for me, so I started attending my local elementary school in the second grade. The other students helped me with everything I needed, even my personal needs. I would leave school at noon every Friday for physical, occupational, and speech therapy. Since individualized educational plans (IEPs) did not exist yet, I was educated exactly the way all the other students were, and both my parents attended every parent-teacher meeting.
In November of 1975, President Gerald Ford signed the Education of All Handicapped Children Act (PL94-142). The law had five basic points:
- Every student with a disability was allowed to have a free and appropriate public-school education (FAPE).
- Students with disabilities could have individual education plans (IEPs)
- Students have the right to be educated in the least restrictive environment. For many students, this was the first time they were allowed to be educated alongside their non-disabled peers.
- Students were granted nondiscriminatory and fair testing accommodations.
- Parents were guaranteed decision-making and due process if they were unhappy with any of the actions within the IEP.
When Pl 94-142 was first enacted, my mother asked me to memorize the key principles of the law just in case someone thought I did not belong in high school. High school was the first time I had academic and personal support from a para-professional. My high school became a magnet school, and during my senior year some other students attended Somersworth High School instead of making their neighborhood schools accessible. It was good to have these aides because they helped me prepare for college. We all shared the same two aides until my graduation; they were wonderful.
When I turned 17, it was time to start filling out college applications and applying for scholarships. I met with a representative from Vocational Rehabilitation (VR) and my IEP team regularly to prepare for college. VR paid for my books and some of my personal care services while I was in college. Worth noting, in 1990, Pl 94-142 was renamed the Individuals with Disabilities Education Act (IDEA). It guaranteed students transition services starting at age 16 to help prepare them for post-secondary education, employment, and independent living. It was also written in plain language. In 1997, IDEA was amended, and Students with Disabilities now receive transition services starting at age 14.
Regarding your second question, hiring Personal Care Attendants (PCAs) has been more difficult since the onset of the coronavirus pandemic. Although it is a plus, people who do this work don't necessarily have to be licensed. I’ve found that sometimes people don't show up for their interviews. Also, pay among agencies isn’t standardized. I think that if Workers had medical benefits and more training were offered, it might help people see direct support as a viable profession.
If I don't like someone right from the beginning, I won't hire them. Fortunately, this doesn't happen often, and I can usually find something I like about everyone I hire. They may not be perfect, but I can generally get along with almost anyone.
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