A foster parent in Las Vegas has raised concerns about her foster son’s education, claiming he has been promoted through school despite not being able to read. The boy, who entered her care as a fourth grader, is now in sixth grade but continues to struggle with reading skills. According to a report by 8 News Now, the foster parent, who requested anonymity, asserts that he has not received adequate reading instruction during his time in the Clark County School District (CCSD).
The child arrived with an existing Individualized Education Program (IEP), which was not updated to incorporate later diagnoses of autism and ADHD. The foster parent noted that the boy sometimes struggles to identify basic letter sounds, raising concerns about the district’s promotion policies. This situation has sparked renewed calls from advocates for enhanced district-wide reading support.
Legal Complaints Against the School District
The Legal Aid Center of Southern Nevada has filed over 20 special education due process complaints against CCSD, alleging the district’s failure to provide necessary literacy instruction for students with dyslexia. These complaints cover students from second through twelfth grade and highlight a pattern of advancing students without ensuring they have mastered fundamental reading skills. The center argues that these issues indicate a systemic breakdown in the district’s educational approach rather than isolated incidents.
In response to inquiries, district leaders have refrained from commenting on ongoing litigation, as reported by FOX5. The CCSD’s resources for families include contacts for raising classroom or IEP concerns and a formal public concern process for unresolved issues. Parents are encouraged to reach out to Team Engagement and Family Engagement staff for assistance.
Longstanding Issues in Special Education
The recent complaints reflect a broader and ongoing struggle regarding special education services in Nevada’s largest school district. A recent ruling indicated that CCSD had significantly violated the federal Individuals with Disabilities Education Act in a dyslexia case. Previous reports have detailed settlements and class action lawsuits against the district, accusing it of failing to adequately identify and serve students with disabilities, as covered by the Las Vegas Review-Journal.
Advocates are calling for the implementation of a comprehensive, evidence-based dyslexia program across the district, staffed by trained specialists. In a statement cited by KTNV, Marina Dalia-Hunt, team chief of the Legal Aid Center’s Education Advocacy Program, emphasized the importance of literacy, stating, “Literacy is not a luxury.” The organization aims to collaborate with CCSD to address these issues and ensure that foster youth receive the legally mandated services.
Parents who wish to raise concerns with CCSD are advised to start by contacting their child’s school. If that does not lead to a resolution, they can escalate the matter through the district’s Family Engagement or Team Engagement offices. For families suspecting that an IEP is incomplete or not being adhered to, options include requesting records, seeking new evaluations, or utilizing formal complaint procedures.
Legal implications are significant in these cases. Special education due process complaints can result in administrative hearings, and if a denial of a free appropriate public education is identified, remedies may include compensatory education or adjustments to a student’s services. The Legal Aid Center’s complaints aim to promote district-wide reforms and ensure that foster children with dyslexia receive necessary services that have been overlooked.
Families considering similar actions can seek guidance from parent training centers, advocacy groups, or attorneys specializing in cases under the Individuals with Disabilities Education Act. The situation in Las Vegas underscores the critical need for effective literacy instruction and support for students with disabilities, particularly those in the foster care system.
