I'm Back! Developing A Transition Plan for Students with Disabilities Who Return to Rural School Districts from Mental Health Treatment Facilities

By Nichols, Joe; Davis, Tina | Rural Special Education Quarterly, Summer 2003 | Go to article overview

I'm Back! Developing A Transition Plan for Students with Disabilities Who Return to Rural School Districts from Mental Health Treatment Facilities


Nichols, Joe, Davis, Tina, Rural Special Education Quarterly


Abstract

Rural school districts often face the dilemma of students with disabilities returning from mental health facilities without sufficient accompanying information needed to facilitate a transition into the educational setting. The compounding factors in this dilemma are the lack of rural mental health professionals and the proximity of mental health facilities to rural school districts. In order to develop a transition plan to address this dilemma, a mental health facility and twenty-five rural school districts collaborated in constructing The Cognitive/Behavior Management Transition Plan (CBMTP). This individualized plan details the roles of mental health professionals, parents, and educators in assisting the transition of students with disabilities into the rural school environment.

Introduction

Many in rural school districts are encountering situations in which students with Individualized Educational Programs (IEP) are removed from the school setting and transferred to mental health facilities, located in distant locations, for evaluation or treatment. The students' removals result from a variety of reasons, with the most common being depression, drug use, or violence (Berns, 2001). Assignments to mental health facilities can result from court orders, referrals from social service agencies, or by parent referrals. Irrespective of the reason for the removal from the school setting, within a matter of a few weeks or months, most students are back home and expecting to resume educational activities in their local school district. The problems arise when students return with no accompanying information from the mental health facilities that inform school districts of assessment results or treatment plans.

When students with disabilities return from treatment facilities to resume educational services, school district personnel pose many questions. Are the students dangerous to themselves or others? Are they "cured?" What behaviors are we to expect? Has medication been prescribed that might affect school behaviors? Have IEPs been addressed while students were in the treatment facility?

Statement of the Problem

The dilemmas encountered by rural school districts receiving information regarding students who have been treated in mental health facilities are articulated by Dr. Annette Hux, a public school superintendent in the rural Bootheel Region of Southeastern Missouri, and a former teacher in a program for emotionally disturbed children:

Our school district is located about seventy five miles from Paducah, Kentucky and Jonesboro, Arkansas. Paducah is the home of the NBC affiliate and Jonesboro the ABC affiliate on our local television cable. When the shootings occurred in school districts located just outside these two cities, we became keenly aware of the fact that rural schools were not immune to violence. After these incidents occurred, my district and most others in the Missouri Bootheel have pretty much adhered to a zero tolerance approach to school violence and threats of violence.

One might think that the greatest problem we would face in a rural environment would be access to treatment for students who demonstrate a need for mental health services, but that is typically not the case. Usually either the juvenile court system or social service agencies arrange for these services and do so in an expedient manner. Our greatest problem is receiving information from the mental health facilities that have supposedly treated these kids. Most facilities are in excess of two hundred miles from our district, leaving us little chance of direct conferencing regarding students. We are often told that information cannot be shared due to FERPA or the facility's confidentiality protocols. We have had students return to us without any accompanying information in regard to their diagnosis or treatment plan. This is a difficult issue for schools and students alike, but is especially difficult when students have IEPs and an expectation of uninterrupted educational and related services exists. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

I'm Back! Developing A Transition Plan for Students with Disabilities Who Return to Rural School Districts from Mental Health Treatment Facilities
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.