Many parents of children with autism have to deal with the fact that their children’s school often calls them to work because their child collapsed at school. They often demand that parents come and pick up the child immediately and take him home. This often leads to shorter school days for extended periods, as school administrators claim that they do not have the resources to deal with the child’s behavior and that the safety of staff and other students is at risk.

This practice is not aligned with the Education Act, the Persons with Disabilities Act, or the Human Rights Code.

Reduced school days or part-time attendance should be a plan agreed upon by the parents and the school and should only be for the benefit of the student, to meet the student’s needs, not due to a lack of resources at the school. . An example of this would be if the student was medically fragile and could not physically drive a full day of school. Another example is if the student is attending another program like IBI part-time or is gradually moving from the IBI program to a full day at school. It would be acceptable for the school to call the parents to take the child home if the child is ill. However, if the child has had one day of “bad behavior” or several days of “bad behavior” due to crisis, even if it includes assault, it is not acceptable for the child to be formally or informally suspended from school, as the behavior is probably a symptom of disability (autism in this case).

So how do you approach this? Be proactive. Request that a Safety or Behavior Intervention Plan be developed and implemented. It should include the following:

  • A description of the concern for the student’s behavior.
  • A list of triggers or factors that can cause anxiety or agitation that lead to worrying behavior.
  • Strategies and adaptations, including the level of support, that should be implemented to reduce the incidence of anxiety or agitation.
  • Signs to look for that indicate increased anxiety or agitation.
  • Actions to be taken by staff immediately when unsafe behavior occurs, such as: separating the student from their peers, removing the student from the situation, asking for additional help, etc.
  • How to respond when the behavior is over, such as: documentation, informing parents, reviewing the plan – what worked, what didn’t, what needs to change
  • A list of common staff incorrect responses during and after the behavior that can maintain or worsen the behavior (such as sending the child home).
  • Program goals will be included in the IEP that would lead to a reduction in anxiety, such as in the areas of communication, sensory integration, and social skills.

If this plan is developed and implemented as soon as possible when the child with autism begins in a new location at school, suspensions and shorter school days can be avoided.