On February 14, the Vanguard ran a story on Aaron Wright, his daughter, and his experience in Davis Schools trying to provide an education for a child with autism.
Aaron Wright just came out with a new book, Daisy Has Autism, a memoir of his experience with his daughter and the battles that they had in Davis schools, attempting to get her diagnosis recognized as a disability and to quality for special education. Eventually they had to leave the school district and she is attending a non-public school.
Aaron Wright met with the Vanguard to talk about the book and his experiences in the Davis schools. Mr. Wright grew up in the farming town of Madera in the Central Valley, and came to Davis in 1993 as an undergraduate. He finished school in 1998, then moved to the Bay Area with the woman that he would marry.
He went to graduate school, became a nurse and ultimately became a nurse practitioner. He moved back to Davis in 2004, when he was hired at the UC Davis Medical School in Sacramento. About a year and a half ago they moved out of Davis.
“I would consider Davis home for at least half of my life,” he said.
But his experience with the Davis schools: “[I]t’s a little bit like gaslighting. ‘There’s no problem here. We see nothing wrong with this.’ You’re overreacting, it’s overblown. Because you don’t necessarily belong to a community that’s as vocal as say an AIM community… or any other community of specialty parents. It’s easy to railroad or roll over those parents.”
He also talked at the time about the tragic death of Max Benson.
He said: “There’s a real human cost associated with not identifying (special education students) and if you do finally identify after the Herculean effort it takes parents to get these kids identified – what does that ultimately do to that family and what does that ultimately do to that child?
“In the case of Max, he paid the ultimate price for their lack of ability to provide appropriate services here.”
You can read the article here:
On Thursday, April 11, at 6:30 you can meet Aaron Wright as he reads from his book.
Aaron J. Wright’s Daisy has Autism discusses the challenges he and his family underwent as they navigated through the education system in finding support for his daughter with autism.
In this event, Wright will discuss his motivations behind this book. He will be giving a presentation on the conditions and the climate which allows for challenges that students with disabilities face. Furthermore, he will be providing a reading and an opportunity for Q&A.
-Light refreshments will be provided.
-A limited amount of books will be available for purchase.
Website Address: http://www.daisyhasautism.com
The event will be from 6:30 to 8 pm at the GoodHome Group – 334 Madson Place, Davis.
For more information: https://www.facebook.com/events/2289474258007480/
“Because you don’t necessarily belong to a community that’s as vocal as say an AIM community… or any other community of specialty parents. It’s easy to railroad or roll over those parents.”
Not sure where that comes from. The district spends -$0- additional dollars on AIM and a huge amount on special ed. The AIM parents would be happy to get even 1% of what is spent on special ed.
When you say huge amount -in absolute or relative terms? How much is huge? It sounds like this guy is argument that they aren’t funds it enough – you disagree? It seems like you’re against anything your kids aren’t getting.
Since AIM gets nothing anything would be huge. However in absolute terms it’s gigantic. Maybe Hiram knows the specific figure but I would guess there are 250-300 para-educators and others devoted to special ed @DJU versus nobody for AIM. There was a part-time AIM coordinator but I believe that position was eliminated.
Every parent has an obligation to advocate for their children’s education but to insinuate that AIM is advantaged compared to special ed is absurd.
The district spends -$0- additional dollars on AIM and a huge amount on special ed.
Untrue. The AIM money is ‘hidden’ by “labeling” (calling it something else)…
Please define “additional”, and “huge”, as you use those terms… have to conclude you believe no program should get more funds unless AIM gets at least the same boost.
Comparing students with degrees of autism, and students in GFT/AIM/whatever… just weird.
“The AIM money is ‘hidden’ by “labeling””
Do explain. I have kids in both AIM and non-AIM classes. I have never noticed any difference in resources. One teacher – 24 kids on either side.
So what do you mean by that?
It is very perplexing that autism would not be recognized as something that merits an IEP.
Agreed. Affirmed.
Autism, or autism spectrum disorder, refers to a broad range of conditions. To be eligible for special education, a child with a medical diagnosis of autism must also meet state or federal education criteria.
“Spectrum” is the key word there, I think. There might be some subjectivity in accepting higher-functioning students for services.
Jim Hoch: ‘Maybe Hiram knows the specific figure…’
I don’t.
Interestingly, on the spectrum, is “autistic savant” (there is a more common, somewhat derogatory term for that)… therefore, autism focus can be similar to “Gifted”/high achiever education…
The trick is finding, supporting that ‘gift’… we should be supporting, financially, educating/supporting/growing all those with any form of autism, as they may well find their niche, and succeed.
Ever seen the movie “Rain Man”? [not directed to you Hiram, but rather,the others]
“Interestingly, on the spectrum, is “autistic savant” (there is a more common, somewhat derogatory term for that)… therefore, autism focus can be similar to “Gifted”/high achiever education…”
The problem is that educational quality in 2019 is heavily defined by standardized test scores in math and English language arts (CAASPP tests). Autism spectrum often involves issues of social interaction and development. I can see where a student might perform well on standardized tests, and yet need special ed. interventions to help with legitimate issues apart from standardized test performance.
Hiram… agree 100% with your 9:45 post…
Standardized tests have some value, but are not “be all, end all”… they can miss significant info, and can be ‘played’… still, a data point… that has some value…
One point is a point… two (minimum) define a line… three define a ‘plane’… one needs many more to imply a trend…
Untrue. The AIM money is ‘hidden’ by “labeling” (calling it something else)…
Still looking for details in this.
Bill, is that more common term “Rain Man”?
Still waiting…
Untrue. The AIM money is ‘hidden’ by “labeling” (calling it something else)…