Questions for SEAC
[Special Education Advisory Council for the Minneapolis MN Public Schools]
Responses by Doug Mann, at large / citywide candidate
Where do you stand on the current MPS policies regarding special education and
inclusion?
I am for providing an education to special Ed students in the least restrictive
environment possible. Students labeled as having emotional behavioral disorders
should NOT be segregated into EBD rooms, but instead mainstreamed with
appropriate services and in-classroom support. The district must also shrink
the pool of newly hired teachers in both special Ed and general Ed programs in
order to bring to exposure of students to newly hired and less experienced
teachers to low levels in all schools.
What do you think needs to happen in MPS to close the “belief gap” and increase
our graduation rates for students receiving special education services?
There are systemic problems that must be solved in order to get the best
outcomes for students. Teachers, students and families are being set up for
failure by the administration because district governance is not firmly based
on equitable principles, as evidenced by racial disparities in exposure of
students to newly hired and less experienced teachers, and to a long history of
segregating EBD students who are classified as African American. The district
is focused on "micro-aggression," i.e. interpersonal dynamics, and ignores
systemic causes.
How would you support the superintendent, and ultimately the schools, on mental
health awareness and resources?
I would first need to take a closer look at what the district is doing to raise
awareness of mental health issues and provide appropriate resources. I would
appreciate the input of those with a concern about this issue.
How can MPS better support students and staff through Behavioral interventions?
I think that the district has been too focused on behavioral management, and
too reliant on behavior modification and psychiatric medication. Kids with
emotional issues might benefit from emotional therapies. We must recognize that
the social environment within the schools is contributing to behavioral
problems. Racial disparities in disciplinary actions and other student outcomes
are related to disparities in inputs, such as disparities in exposure of
students to less experienced teachers, disparities in assignment to gifted and
talented programs, etc.
-Doug Mann, Folwell neighborhood