Report: Special Education Schools Lack Essential Support

Concerns Over Special Education Services in Connecticut

State auditors have raised significant concerns about the quality of services provided by private special education schools in Connecticut. The audit focused on five institutions, including The High Road School of Wallingford, Adelbrook Academy in Cromwell, the Grace S. Webb School in Hartford, University School JPE in Bridgeport, and the American School for the Deaf. Each school was examined to determine whether students were receiving the full range of services outlined in their Individualized Education Plans (IEPs).

The findings revealed that some schools were falling short in meeting these requirements. For example, at The High Road School of Wallingford, students received less than a third of the required fine motor skills services and less than half of the individual and group counseling services. Similarly, the Grace S. Webb School in Hartford provided only about half of the group counseling services and 68% of individual counseling services as specified in students’ IEPs.

Schools responded by citing chronic absenteeism as a major obstacle. The Grace S. Webb School noted that many of its students struggle with truancy, often due to psychiatric or emotional challenges. They argued that delivering services in non-traditional settings was necessary to accommodate these students. The High Road School echoed similar sentiments, stating that attendance challenges limited their ability to provide scheduled services.

Despite these challenges, some schools performed better than others. Adelbrook Academy, which serves students with autism spectrum disorder, provided more than 85% of the required motor skills and language services. However, auditors noted that no records of counseling services were available. Alyssa Goduti, president and CEO of Adelbrook, explained that counseling services are considered part of the overall support system and not billed separately. She added that the school has since updated its data.

The State Department of Education expressed concern over the allegations but emphasized that local school districts are responsible for ensuring students receive appropriate services. This responsibility is often complicated by the lack of oversight from state authorities.

Staffing and Background Check Issues

Another major issue identified in the audit was the lack of proper background checks and certified staff. At University School JPE in Bridgeport, auditors found no evidence of background checks for any of the nine teachers reviewed. The school explained that they had recently acquired the facility and inherited previous employees, making it difficult to conduct fingerprinting. However, they stated that all staff had been submitted to background checks in April 2024.

The American School for the Deaf and the Grace S. Webb School also faced scrutiny for not maintaining proper records of criminal history checks for some employees. Both schools pledged to implement stricter policies to ensure compliance.

The auditors warned that the absence of background checks and employment verification could pose risks to student safety. Without thorough checks, there is a higher chance that individuals with a history of abuse, neglect, or misconduct might be working with vulnerable students.

Teacher Certification and Staffing Shortages

In addition to background check issues, the audit highlighted problems with teacher certifications. At The High Road School of Wallingford, four out of eight teaching staff were long-term substitutes without special education certification. At University School JPE, two teachers lacked educational certificates, and the principal did not hold state certification in either education or administration.

The High Road School defended its hiring practices, stating that temporary staff received mentorship and professional development. They acknowledged a nationwide teacher shortage and emphasized the need for flexibility in recruitment. Meanwhile, University School JPE noted that the two uncertified teachers had bachelor’s degrees in their respective fields, and the principal had extensive experience in education.

Data from the State Department of Education shows that while staffing vacancies at approved private special education programs have decreased by about 400 over the last two years, there are still 2,500 vacancies statewide. This shortage continues to impact the availability of qualified educators.

Efforts to Improve and Address Challenges

Despite the challenges, some schools are taking steps to improve their systems. Adelbrook Academy, for instance, is implementing recurring background checks to enhance safety. Goduti emphasized the importance of creating a safe environment for students and families, noting that the school is committed to continuous improvement.

Other schools, such as the American School for the Deaf, have introduced new tracking systems to ensure that all staff members undergo necessary checks. Jeff Bravin, executive director of the school, stressed that student safety is a top priority and that the audit’s findings have prompted immediate action.

While the audit highlights deficiencies, it also underscores the dedication of educators who work with students facing significant challenges. Goduti pointed out that the report did not capture the full scope of the schools’ successes or best practices, which are essential for fostering trust and supporting student growth.

As the state continues to address these issues, the focus remains on ensuring that all students receive the high-quality education and care they deserve.