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Federal Document Clearing House
Congressional Testimony
September 29, 2000, Friday
SECTION: CAPITOL HILL HEARING TESTIMONY
LENGTH: 1534 words
COMMITTEE:
HOUSE EDUCATION AND THE WORKFORCE
HEADLINE: TESTIMONY BEHAVIORAL DRUGS IN SCHOOLS
TESTIMONY-BY: JUDITH E. HEUMANN , TESTIMONY OF JUDITH
E. HEUMANN ASSISTANT SECRETARY FOR SPECIAL EDUCATION AND REHABILITATIVE SERVICE
BODY:
September 29, 2000 Judith E. Heumann
Assistant Secretary for Special Education and Rehabilitative Services Hearing
Before the House Subcommittee on Oversight and Investigations Hearing on
"Behavioral Drugs in Schools: Questions and Concerns Chairman Hoekstra, and
members of the subcommittee, I am pleased to be here today. I understand the
focus of this hearing is the use of behavioral drugs among children, and the
effect this is having on their education. I always welcome the opportunity to
discuss the ways that disabled children are being educated, and what we can all
do to improve their educational experiences. My name is Judy Heurnann. I am
Assistant Secretary of the Office of Special Education and Rehabilitative
Services, (OSERS), at the U.S. Department of Education. As you know, OSERS has
responsibility for administering the Individuals with Disabilities
Education Act, or IDEA. We work with States, school districts, and
schools in their efforts to comply with the IDEA, and to ensure that. all
children with disabilities receive the free and appropriate public education
called for under the Act. Our mission -is to provide leadership to achieve full
integration and participation in society of people with disabilities by helping
to ensure equal opportunity and access to and excellence in education,
employment, and community living. When discussing the use of prescription drugs
in this context, we have been articulating since 1993 that such decisions must
be made by families and physicians, not by educators. We reemphasized our
position on this at the Behavior Summit we sponsored here on the Hill last year.
Of course, it is not inappropriate for families to consult with educators in
their decision-making process, but the diagnostic responsibilities and decisions
must be left to physicians and families. Educators can often provide input about
the student's behavior that may aid in a diagnosis, but it is not the role of
the school or the educator to make recommendations for treatment. The school has
to make the educational environment one that supports learning. In our Office of
Special Education Programs, we support projects that make schools more effective
places for learning for all students. Effective learning takes place in an
environment where all children are given the tools they need to succeed. In
order to do that, schools need to establish specific, and well understood,
expectations that can be followed by students, faculty and staff. If students do
not adhere to the standards, a clear system of redress must be in place. We feel
strongly that addressing behavioral problems should be a school-wide effort.
There should be mutually understood behavioral expectations for all students.
That is very important to ensuring that inappropriate behavior is responded to
appropriately and effectively. OSEP supports research and technical assistance
projects that provide models for implementing positive behavioral support
programs in schools. For children with diagnosed emotional disorders, a number
of recent studies indicate that, in some cases, they can benefit from
medications. However, some research indicates that the medications are more
effective if used in conjunction with behavioral therapy and parental training.
Because educators are frequently the ones to notice manifestations of behaviors
that can impede learning, it is appropriate that teachers communicate with
parents about their children's progress and classroom behaviors. This does not
differ from a case where a teacher observes a child who may have a visual
impairment, or see a child who is reading at a higher level and becoming bored
in class. I think it is important for teachers to have open lines of
communication with the parents to increase their involvement in their child's
education. I would stress that this communication is not diagnostic, it is
informative. We all know the importance of parental involvement in education.
And we all know that education is a partnership between children, families, and
educators. We need to be sure that children are getting the support they need to
succeed in school and go on to earn a diploma, and hopefully go on to college
and into the world of work. Under IDEA, we work tirelessly to give disabled
students the support they need to succeed in school. All findings indicate that
if children drop out of school they are less likely to return and are far more
likely to become involved in the justice system. I think we all have a vested
interest in making sure that children are getting the kinds of supports they
need to remain in school, to improve their academic achievements, and to develop
an enthusiasm about learning that will carry through their entire lives. IDEA
deals with education and civil rights issues, not medical issues. All children
have potential, and we want to make sure that they are allowed to reach their
full potential. For some students, reaching their potential will include the
need for supports to encourage behaviors that will allow them to succeed. Let me
reiterate, it is not the role of teachers to diagnose medical conditions nor to
prescribe medications. It is the role of teachers to involve parents in the
educational process for their children. When they work together, they
significantly improve the results for their children. Thank you very much for
asking me to be a part of this hearing, and I am here to answer any questions
you might have.
LOAD-DATE: October 4, 2000, Wednesday
