Just when you think these people can’t go any lower, stories like this surface. Gender LCGB has a Substack that reports on the schools of various Southern California districts. It includes stories about progressives who are integrating gender, race and sexuality ideology into K-12 education.
In the piece, I explained how public school teachers in Ventura County were receiving training from a law firm on how to ensure that the parents of children dealing with gender dysphoria are not informed of their kids’ issues. Gender LCGB now has more shocking information.
As it turns out, this law firm has given multiple presentations of its webinar, which is titled “My Name Is…A Legal and Practical Framework for Affirming Students’ Identities in their Records and in the School Setting.” Fagen Friedman, & Fulfrost LLP (F3), the law firm in question, was making sure teachers were “trained to implement gender ideology interventions – behavioral transition, social transition, ideology indoctrination – without notifying parents,” according to the report.
But, the firm’s webinar did not focus only on average students. The presentation also addressed students with special needs. This brings up many other important issues.
To be eligible for California’s special education services, a child must demonstrate a diagnosed disability, such as Down syndrome, deafblindness, emotional disturbance or any other condition. The presentation reinforced to educators that California’s School Success and Opportunity Act (AB 1266) allows teachers to conceal information regarding a student’s gender identity from their parents. School districts are also allowed to include progressive gender ideology in the classroom without parents’ knowledge or consent. It reads as follows:
Preserving a student’s privacy is of the utmost importance. The right of transgender students to keep their transgender status private is grounded in California’s antidiscrimination laws as well as federal and state laws. Disclosing that a student is transgender without the student’s permission may violate California’s antidiscrimination law by increasing the student’s vulnerability to harassment and may violate the student’s right to privacy.
Schools are required to allow students to use lockers and bathrooms that correspond to their gender identity under the new legislation.
Gender LCGB reports that F3 has presented their case at least 4 times at educational events. The presentation includes “best practices” to help teachers facilitate gender transitions and offer lessons on the subject while cutting parents out of the process.
California’s policy regarding informing parents also appears to apply to special needs students. This is the report
One concerned parent contacted Foothill SELPA (which coordinates special education services in Glendale Unified Unified, Burbank Unified, and La Canada Unified) to ask if the Foothill SELPA can help them keep their child’s gender identity from their parents.
Deb Rinder, the executive director of the Foothill Special Education Local Plan Area (SELPA) replied, explaining that “gender plans are not part of the [Individualized Education Plans] and should be kept separate and confidential.”
The parent followed up, asking if there is “any set of criteria” that the state has in place “that would prevent a student from keeping their gender identity confidential from parents.” As an example, the parent asked about “any specific diagnosis” or “specified IQ range.” Essentially, they were asking if there are any mental conditions or disabilities a student could have that would require educators or school staff to notify parents of issues related to gender or sexuality. Rinder responded, saying she was “not aware of any criteria from the SELPA or the STATE” that the parent referenced.
If a child is unable to choose their gender identity due to a mental disorder or disability, the district will not notify parents. A series of situations where a student might experience gender dysphoria are presented in this presentation. This could mean that the child might be eligible to receive special needs education.
One scenario is a case in point where a child who has a Specific Learning Disability, (SLD) and struggles with gender may need special education services. One of the points on the PowerPoint slide asks “[d]Is it necessary for the student to receive counseling about their sexual-emotional functioning or gender identity? Is it impacting the student educationally?”
This is a particularly troubling section because the school might refer the child through special education to receive psychological counseling. The counselors could likely recommend that the student transition to another gender. Indeed, the report explains that under H&S Code 124260, a child 12 years old and over can “consent to outpatient mental health services without parental knowledge or consent.” It is not difficult to see how this could go very wrong, is it?
California law doesn’t allow for transgender individuals or gender-different identities to make them eligible to receive special needs designations. However, by suggesting that gender dysphoria or society’s reaction to one who might be transgender could lead to certain disabilities or cause an “Emotional Disturbance,” they could ensure that the child qualifies for a special education designation. Students 12 and older could receive a psychological evaluation to help them identify their gender without parents being aware.
The most concerning aspect of this story is the potential for it to affect children living with autism, or any other condition. This group of children is highly suggestible, and they are vulnerable to adopting another gender identity. One of the slides acknowledges that those with Autism Spectrum Disorder (ASD) are “7.59 times more likely to express gender variance than the control group.”
It was completed before gender ideologies were introduced in K-12 classrooms. This is what the report says:
This slide does not reveal the consequences of this greater expression of gender variance. Are ASD youth who have expressed gender variance tend to resign later or ask for a transition to the other gender? According to current guidelines from organizations like the World Professional Association for Transgender Health (WPATH) and GLSEN (formerly the Gay, Lesbian & Straight Education Network), these children would now be encouraged to socially transition, and perhaps medically transition.
The author also points out that “[k]ASD youth 7.59 times more likely than others to display gender variance. Adults should be cautious when discussing such subjects with these kids. Instead the slide and those that follow encourage assisting ASD youth in how to properly transition, given they ‘cannot copy behaviors well.’”
Not much discussion has been given to how the left’s efforts to indoctrinate and groom children in schools might affect those with special needs. California is a case in point. It is not the only state that requires teachers to keep parents in the dark about their children’s gender identity. Many parents are unaware that this could be occurring in other school districts. It will go on until enough people protest it.
About Post Author
