Network (DPN) paid people who don’t live in the community, and then PACSA. They put
parents in a controlled group. Parents were told they could only file Title I complaints, they
could not speak about any other (kind of Federal complaint or redress process). Parents
were nullified and neutralized. What was left was the Administration versus teachers.” 56
Wow! That’s awful. Hearing witness after witness, some who want to give information, but not their name
which we don’t allow without documentation, (a photo, files), and complainant after complainant, people
who don’t know one another, becomes daunting.
Today, there is still insufficient opportunity for redress of the Emergency Manager’s decisions.
The specific allegations of retaliation by Emergency Managers created a perception of hostile and
oppressive living conditions under the Governor's appointees, which members of the community felt they
had to endure for fear of further retaliation. Today, there is still a widespread perception and fear of
retaliation in the community.
ETHICS OF RETALIATION AGAINST DETROIT PUBLIC SCHOOL PARENTS & TEACHERS
Rick Lavoie, author of “Fighting the Good Fight: How to Advocate for Students Without Losing Your Job”,
writes, that there are “a dozen basic ethical tenets that must be understood and followed by those of us who
toil in the vineyards of Special Education. These tenets involve confidentiality, collaboration and parental
interactions. But the main emphasis of the workshop is the premise that "The professional's PRIMARY
loyalty and commitment is to the CHILD."
One of the ten most common objections to special needs advocacy by school administrations as outlined by
Pete and Pam Wright in their book, From Emotions to Advocacy, is insufficient funding. Rick Lavoie
explains that while insufficient funding is an understandable obstacle, as an excuse to providing for student
needs, it is contrary to the letter and spirit of special education laws.
Here, we are not discussing the cost of providing for the educational needs of the student, but JUST creating
an atmosphere where parents can advocate for those needs. Special education students have special
education parents.
Parents who have children with similar disabilities often need support and friendship from others who
understand. Allowing these parents to:
- advocate for their students in meetings;
- collaborate in natural groups according to the special needs of their children;
- choose leadership among themselves to speak for them;
- have a welcoming atmosphere when volunteering at the school;
- participate in school events and ceremonies;
- keep students together who have developed important bonds;
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