The BCSD district introduced a resolution regarding potentially eliminating the high-functioning autism program, which could affect students starting in August 2025.
If passed, the resolution would mainstream more than 20 high-functioning autism programs, impacting teachers and students districtwide.
Twenty-seven community members, including educators and parents, spoke out about the harmful effects this change could have on Tuesday, Feb. 25, at the BCSD board meeting.
The meeting began with chaos, as board meetings allow only 15 minutes of public comment. Due to the number of people wanting to share their testimonies about how the high-functioning autism program has supported their students or children, board member Mike Eggert led the board in deciding to allow all 27 individuals to speak.
“Every speaker that comes here is important, and their voice should be heard,” said Laura Guerrero-Salgado, a board member. “I’m going to sit here regardless of what I have to do in the morning. These are sensitive topics, and perspectives need to be shared.”
The community voiced concerns about why high-functioning autism should not be mainstreamed. These included the struggles children with autism face with emotional regulation, learning, and comprehension. The autism program allows children to receive interventions and develop social and communication skills.
“Removing this program will ruin children,” said one community member.
“Inclusion is important, but this is not the way,” said another.
Educators expressed frustration that the board had not visited autism classrooms to understand the level of support students with autism need.
“I just imagine him getting something so valuable taken away,” said a mother of a nonverbal son in the high-functioning autism program. “First, it takes away their voices. Second, teachers are already under strain with the diversity they have to manage… adding students who can’t regulate their emotions—self-harm—will only increase that strain.”
Teachers were informed of the decision last Thursday and felt there was a lack of communication and transparency.
“The reasons they gave were unclear and inaccurate,” said Amyee Westley, a teacher in the high-functioning autism program. She added that students would be dispersed into other classrooms with mild support—something she believes would not benefit their learning.
“The best hope is that they don’t close these classrooms. That would be the ultimate goal,” said Erika Smith, a special education teacher.
Smith and Westley noted the differences in qualifications between special education and general education teachers. There was no mention of training for general education teachers to care for special education students.
“What is this going to look like in classrooms?” asked Westley. “Students will get hurt. Teachers will get hurt. It’s going to be a huge regression for our students. It’s a big disservice.”
After hearing the personal statements from teachers, staff, educators, and community members, the board decided to reject the resolution.
“The BCSD Board has decided to reject both resolutions concerning the high-functioning autism program. The decisions were reached with unanimous votes after much consideration, including the need for better communication between staff, parents, and the community,” said a statement from the board president.
