The Impact of Ableism and Segregation on Students in Georgia Schools

This essay critically examines the practice of ableism within the Georgia educational system, specifically focusing on the GNETS network of schools. It outlines the historical context of these schools, which were initially established with a vision of supporting students with emotional and behavioral disabilities, but have since been criticized for segregation and inadequate resources. The essay highlights the negative impacts of this segregation, including limited access to extracurricular activities, substandard facilities, and a lack of integration with mainstream schools. It also discusses the legal challenges and the need for restructuring the system to provide students with disabilities equitable educational opportunities and a more inclusive environment. The essay references relevant research and legal actions, emphasizing the need for a shift towards inclusive practices and the importance of addressing the systemic issues that perpetuate ableism within the education system.

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Running Head: Ableism
ABLEISM

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State of Georgia’s Rationale for this Practise
The georgia network for Educational and Therapeutic Support or the GNETS are a network of
schools in the state of Georgia that are attended by more than Four thousand students with
emotional and behavioral disabilities. The first GNETS school was founded in 1970 and was
housed in the West Athens Colored School whose Principal believed that he was charged with
the duty of teaching the practical duties of life to the inferior race. The concept of the GNETS
was believed to be visionary (Fain, 2017). The schools were then called Psycho educational
centers and relied on teachers who were trained in Developmental Psychology. They were made
to believe that they could be an agent of change in the lives of these developmentally challenged
children. Each program was expected to have a consulting Psychiatrist, a social worker, a
program evaluator and a psychologist. But, as the first generation of directors retired, the true
nature of the system began to come out in the 90s. Funding was reduced and those who remained
were given free rein.
Damages caused by Such Segregation
Such segregation has both microscopic and macroscopic effects on the world population in
general (Orfield, Ee, Frankenberg & Siegel-Hawley, 2016). As the 21st century progresses
medieval ideas of mental disabilities are being discarded at a rapid pace to ensure that an
environment of mutual understanding and respect is developed. The state of Georgia has
effectively chosen not to participate in this progress and there GNETS program is one such
instance of their ignorance. Students enrolled in this program lacks access to electives and
extracurricular activities and attend school in facilities that are inferior to the mainstream school
of the state. They lack many features and amenities that are commonplace in the general
education schools like gymnasiums, cafeterias, science labs, playgrounds and music rooms

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Running Head: Ableism
(Grady & Hoffman, 2018). The students feel isolated and do not have the general educational
opportunities. Moreover, the schools are housed in old poor quality buildings which were
previously used as schools for black students during the desegregation period and this adds to
another dark undertone to an already horrifying controversy.
Addressing the Issue
The justice department has declared that they are suing the state of Georgia for running a
network of schools that have segregated students with behaviour related disabilities. The students
need to be evaluated on the basis of their merit and restructured into the general schooling
program in context with their special needs (Freeman & Steidl, 2016). The students needs regular
access to normal surroundings were they are not labeled as damaged or inferior. The current
system segregates them and separates them into a dark corner where they seldom find hope.
They have been made to believe that their needs are a burden and there disabilities are to be
studied and experimented upon. When a whole state suffers from such backward values the
whole education system is undermined and should be brought under scrutiny ("Georgia
segregates kids with disabilities, behavior problems | Season 2015 Episode 07/31/2015 | PBS
NewsHour", 2019). The system needs to be restructured and modeled with progressive ideas that
do not use children for experimentation.

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Running Head: Ableism
References
Fain, K. C. (2017). Segregation of Georgia Schoolchildren with Disabilities: A Violation of
International Law. Ga. J. Int'l & Comp. L., 46, 715. Retrieved from
https://digitalcommons.law.uga.edu/cgi/viewcontent.cgi?article=2431&context=gjicl
Freeman, K. J., & Steidl, C. R. (2016). Distribution, composition and exclusion: How school
segregation impacts racist disciplinary patterns. Race and Social Problems, 8(2), 171-
185. Retrieved from https://www.researchgate.net/profile/Christina_Steidl/publication/
301825926_Distribution_Composition_and_Exclusion_How_School_Segregation_Impac
ts_Racist_Disciplinary_Patterns/links/5a33ed8ea6fdcc769fd20f9a/Distribution-
Composition-and-Exclusion-How-School-Segregation-Impacts-Racist-Disciplinary-
Patterns.pdf
Georgia segregates kids with disabilities, behavior problems | Season 2015 Episode 07/31/2015 |
PBS NewsHour. (2019). Retrieved from https://www.pbs.org/video/georgia-segregates-
kids-with-disabilities-behavior-problems-1445556187/
Grady, M., & Hoffman, S. C. (2018). Segregation Academies Then and School Choice
Configurations Today in Deep South States. Retrieved from
https://files.eric.ed.gov/fulltext/ED565900.pdf
Orfield, G., Ee, J., Frankenberg, E., & Siegel-Hawley, G. (2016). " Brown" at 62: School
Segregation by Race, Poverty and State. Civil Rights Project-Proyecto Derechos Civiles.
Retrieved from https://files.eric.ed.gov/fulltext/ED565900.pdf