My autistic son was recently assigned to a 90-day DAEP placement—a decision that I believe was not only unjust but also influenced by a retaliatory stance following an incident where my son kicked Administrator Kaleigh Malone. Rather than being viewed through the lens of a child who was clearly overstimulated and emotionally unstable, my son's actions were met with severe disciplinary measures. This situation has highlighted grave concerns regarding the current functioning of the Behavior Intervention Classroom (BIC) program in LISD and the behavior and disciplinary decisions made by its staff, particularly under the oversight of Administrator Malone.

Many parents and guardians of students within LISD share a deep concern over how these classrooms are managed and the intentions behind the decisions that are made there. The BIC, supposedly a structured and supportive environment for students requiring behavioral intervention, seems to lack crucial aspects of emotional understanding and appropriate classroom management.

Research has shown that personalized, empathetic approaches in educational settings are far more effective in supporting children with special needs. A 2018 study published in the Journal of Special Education found that students within supportive environments who have access to tailored behavioral approaches demonstrated a 40% improvement in emotional regulation compared to those in traditional disciplinary settings.

However, incidents like the one involving my son point to a seemingly deficit approach where missteps are met with harsh discipline rather than supportive measures. We need to ask ourselves about the purpose of the BIC if it does not support its students adequately. The stakes are too high when the educational environment becomes an added source of stress rather than a supportive haven.

We urge LISD to undertake a thorough review of the BIC program with the aim of instituting significant improvements. Training should be provided to staff to equip them with skills necessary for dealing with emotionally and behaviorally challenged students, fostering empathy and understanding over punitive measures. Additionally, there needs to be a transparent framework that holds the staff accountable, ensuring that disciplinary actions are fair, objective, and in the best interest of the child's educational journey.

By signing this petition, you advocate for change not just for my child, but for all those students who rely on the BIC program to be a safe, constructive space. Together, we can work towards building a more compassionate and effective educational system for our children.