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| State Organs Documentary: Medical Tourism Thriving More Live Bodies Needed |
Smiley High School turned out to be a disaster. It was not this worker's first time at this place but if anything it was just as institutionally oriented as it has ever been. Now they are cramming 9th graders into this HS so it is 9-12th grades at the same place unless the parent opts out or moves across town.
The overwhelming themes at this place appear to be 1) Health Sciences specialization, 2) Law-and-Order, 3) Patriotism, 4) high academic achievement. But the sense of school spirit appears dampened by the fact that the students are virtually monitored, tracked, surveilled, and even analyzed via the SSH app that they are encouraged to download and use on their smart phones. Imagine that being able to go off campus for lunch is a reward for doing well on a test, or being given a special pink slip by homeroom teacher, or signing the orange form and being willing to use the app and be timed while off-campus.
There was a time when this educational worker was in high school in this area that any HS student could go off campus virtually any time, or at least that appeared to happen a lot, and there were minimal consequences. My wealthier peers with new cars for graduation would zoom off campus every single lunch time on their own and come back in time for class. They sure didn't have to "sign out." A whole bevy of students would go off campus across the street for donuts in the afternoon, and guys would stand around watching the low-riders pass by with their boom boxes. Security was lax back then.
Today there are security cameras at the traffic stops and at virtually every building corner. The campus security lock the gates so everyone is encouraged to leave by the south gate only and this gate of course have security personnel (black guards?) plus cameras. The students by the 12th grade have become acclimated to being treated as young adults but watched all the time. No wonder they behave so docile---it is nice, clean, safe, and everyone is used to the strange sorts of gaslighting that the teachers use.
With this kind of mind-control conditioning ingrained, what kind of passive-aggressive microaggressions and perverse doctrinaire philosophies will they enact in private? Of course, they don't read any rebel books---the homeroom teacher might be hanging coolish looking Black Panther banners, Che Guevara poster, MLK Jr. poster, and the like---all that is water under the bridge though. Today, he is actually running a snack-club and people who pay in get the best snacks, but people who do not pay had better sit along the edges of the classroom (so they don't have to smell the nice toasted nachos). He passes out the pink slips for rewarding those who have done well on tests to "go off campus for lunch." There is a sense of class consciousness in spite of all that touted "communist poster child stuff." Most likely none of those students can take that seriously and won't bother reading those kinds of forbidden books. If he were really up to date, why doesn't he display the Palestine flag or Cuban flag or local activism notices or free newspapers such as from the Community Alliance? It's all done for show or for...surveillance.
This is why for four days almost this worker was not given hardly any information about the severe autism/severe intelligence disabled student this worker was doing one-to-one work with. And when we requested this information, we experienced a backlash that pretty much resulted in a "perp walk off the campus"---except today's "perp walk" involves even contacting the police so they basically track and follow the worker by helicopter and by cop car. This is the high-mindedness of the VP, who is eager to show off her clout rather than share some educational insight and information with the substitute.
Here is what a version of what we tried to express about the concerns.........
Dear Staff,
....I have some concerns to report not because I am fond of reporting but for the benefit of the autism student that I was covering for. Some of these concerns are also common to what I have observed in other school districts.
1) The ad for the job number said para-professional substitute needed for "moderate-severe" when it was really for severe.
2) The teachers at the high school did not furnish me an IEP or any goals worksheet for this student. Nor was I shown any HRES for all the other moderate-severe students in the class.
(They told me to wait outside at the bus bay every morning and I arrived early each morning, but this deprived me of meeting-instruction time with Mrs. S. on how I could better help the student and constructive criticism for what I could do better.)
3) On Day 4, I shared this concern with the Vice-Principal and she became rather stormy and busy about it as if wanting to throw her weight around about the matter. It put me in such a bad position that the other teachers retaliated against me.
4) The IEP for this student is "Severe Intellectual Disability and Severe Autism." If I had known this before Day 4, I would have been able to adjust my expectations accordingly and would not have had to share my concern with the Vice Principal which ended up making it too late for me to continue at this school.
5) There were at least four other students on the HRES list with tendencies for seizures, tendency to run away, get lost, or other concerns that might require emergency services. In the classroom with Mr. L., Mrs. O., Mr. D., Mrs. S. there were several other severe category students but nearly none as severe as this student and another, V., that I also helped.
6) To my disappointment, there were aides who were either under-informing or mis-informing or assume too much responsibility. For instance, I offered my student a plush toy to help calm him but another aide L. told me that he was not allowed that. Yet I saw another aide J. offer this to help calm him and it was okay. The science teacher engaged in playing Kahoot.it with the students which seemed delightful; however the competition was supposed to be student to student, not involving the aides, yet I saw the aides competing among themselves on behalf of their student (who is not even capable of using a computer) and taking credit. It makes it unfair for the students in the class who are able to engage in Kahoot.it on their laptops completely alone. After seeing the aides actually playing the game while assuming credit for the student, I started following the example and my student was up to "4th place" but after this, seeing the other aide "win" top prize with her student, I felt ashamed. Mr. J. home room may have misdirected me when he told us that we could all go to the gym for Jr. meeting, when in fact, the SE students should have gone to the nearest SE class. This caused my student to have a "run away" episode.
7) The student I was assigned to is a big strapping good-looking Asian 16yo teenager but is still wearing diapers. He brings several in his backpack, and they did not allow me to work with him alone, which was just as well, in the bathroom. He cannot even wipe himself after bowel movements, and because I had not seen his IEP survival skills goals, I expressed my disappointment about this with Mr. D. on Tuesday AM before his arrival. What are his goals? Is he going to graduate and be like a walking vegetable? He cannot read stop or go; he has not been doing any sight words. He barely recognizes his name. He cannot write. They are not training him in even traffic signs, and it does not appear he uses or understands how to use his AAC.
8) Mr. D. just focused on my use of the word vegetable and pretty much ignored the rest of what I mentioned. Mr. L. also complained that I told him not to stare at me so much during my lunch half hour at the staff work lounge. I am stating here that actually as an adult female, I know what is a good look or bad look. There was another student in the classroom, a teenaged boy C., who was also bothering me asking/sharing with me a lot of personal stuff, and I pretty much had to tell him repeatedly I was busy and did not want to talk about that. So it being that perhaps Mr. L. is a former vet, he would know that female military personnel have to know how to be assertive and I told him not to stare in a very polite succinct manner.
9) With a lack of adequate goal setting for some of these severe autism students, one is left to wonder how will they be taken advantage of when they graduate? There are massive sprawling and booming illegal trafficking networks around the world and in this country. Labor, drug, child, sex, organ-trafficking, and smuggling is taking hold. These networks often require front men, people who participate in grooming of, recruitment, and undermining of the system meant to protect youth and adults.
10) If the students are not able to fend for themselves, they will easily be entrapped in these labor, sex, and organ-trafficking systems. They will not even be able to spot when they have become entrapped, because it will be too late. Some of these networks will even have live-harvesting of "donor" organs by medical doctors, which is very lucrative. If there is anything like this occurring on campus, enablers will be very pro-active against any educational workers and observers staying long enough in the classroom to notice that teaching may be secondary to producing a later ripe harvest.
Since this was so late in the school year, I realize that perhaps the environment is very light and loose on Fridays, but the opposite on Tuesday after Memorial Day. Anyway this is my second significant experience at this school, and I had a good impression in general. It is still a campus that seems to heavily emphasize health sciences, law-and-order, patriotism, and high academic achievement. For instance, students are not allowed to go off-campus for lunch without "earning the lunch pass." They are to use the SSH app to check in and out. The female principals are generally reflective of a change in leadership that less emphasizes the "good old boy" and pro-marine and play-hard perspective of the past principal. This could be why when the VP called me in, I was escorted out with a helicopter circling around me overhead.
Please note that I tried my best and that Mr. G., Mr. H., Mr. M., Mrs. O., Mrs. S., Mrs. S., Mrs. J., Mr. J. would probably concur that I was also trying my best to help all the students and work conscientiously throughout the day including helping out during the Lunch time for the students and traveling back and forth between classrooms. This was a good learning experience and I will be working on learning more about severe ASD severe Intellectual Disability over the summer.
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We were left with a lot to reflect on but it probably was better that the job was discontinued. Everyone is getting ready to graduate, but this student is in such a daily world of his own that he cannot tell what anything is about, so it is very likely that his parents or his relatives will have to continue to look after him, even though he is a very handsome looking kid. He might have been a Thai Marlon Brando, if he could at least talk a bit and read some lines. Now, best wishes that there will be advocates looking out for him, that he will not be molested by some LPN or such even before he graduates...
The fact that the SPED staff were doing so much to effectively impede any inclusion on my part tells me that their belief in Diversity, Inclusion, and Equity (the DEI policy is still good in California despite the feds) is superficial at best. I could also plead the 5th amendment with regard to my rights to my not having to claim I have children. The gal, L., made a point of scoffing at me when I said I have relatives to take care of. "Oh! So no children! Too bad for you!" she stated with her clipped Chinese accent. I stated, "Well, I think I am lucky to have friends and relatives!" She didn't hear me say that of course.
This suspicious character works two jobs and is very inordinately proud of that. LPN at the school and LPN at a local hospital, and her daughters, she pointed out proudly, are both MDs, and a third daughter is working to get into medicine, while her ex-husband works at the hospital also. How is that for "class conscious better-than-thou" attitude? I didn't ask her about anything personal or mention religious ambitions in life or whether she has time to do anything at home besides cook for her live-in daughters.
But yes, it is very strange what people will do sometimes to support the American Dream of living in the right neighborhood, next to the Jones, in the right kind of house, with the right kind of networking and many shopping opportunities among the A-listers of Valley city. Is there any ulterior motive as well? What about perhaps some sinister lucrative connections to possible future organ donor victims? A pipeline of unwitting organ donors from classroom to hospital with lucrative contracts or payoffs....
That isn't purely speculative based on the State Organs documentary and the fact that organ donor and organ trafficking is pretty loosely regulated in the United States. You nab traffickers if they are trafficking labor, children, sex, drugs, but not directly for trafficking of organs...A connection to the robust China organ harvesting and medical tourism industry would be valuable for those on both continents.
Whether it is the United Nations, Human Rights Watch, Catholic Church, or concerned citizen watchdogs, people must be vigilant over how ASD/Disabled students are easily taken advantage of can can be hoodwinked into using drugs, becoming addicts, being exploited for labor or sex work, and as mentioned above, becoming organ trafficking victims, since our society from the top-down is becoming so very corrupt and there are so few consequences for the out-and-out crimes---especially crimes against humanity---that our nation's top leaders are committing daily.