Re: Virginia Tech - "From Disturbed High Schooler to College Killer"

[tako]

<p>

Of seven students taking music theory at Westfield High School in Chantilly, Va., in 2001-02, six were “pretty cozy and friendly with one another,” recalls one of them, Greg Moore. The seventh, Cho Seung-hui, “was sort of there in the corner, just getting by,” Mr. Moore says. “In that entire year, I don’t think I ever heard him say as much as a single word.”</p>

<p>The first time Mr. Moore says he heard Mr. Cho speak was on TV in April – on a videotape the Korean immigrant mailed the same day he murdered 32 students and faculty members before killing himself at Virginia Tech.</p>

<p>Mr. Cho didn’t need to talk to succeed academically at Westfield. Diagnosed with “selective mutism,” or anxiety-related refusal to speak, he was placed in special education under the “emotional disturbance” classification. As a result, he was largely excused from making oral presentations and answering teachers’ questions in class; oral participation was de-emphasized in his grading. Aided by such “accommodations,” or efforts to compensate for his disability, he achieved A’s and B’s in regular and Advanced Placement courses and was admitted to Virginia Tech.</p>

<p>Details of Mr. Cho’s experience in special education, which are only now coming to light, suggest that high schools may be paying too much attention to the academic advancement of bright but troubled students and not enough to their emotional disorders. "The focus is, ‘What do we need to do to help him get through school?’ " says Dewey Cornell, a clinical psychologist and professor of education at the University of Virginia.</p>

<p>When the students move on to college, schools are rarely warned, students get help with special needs only if they seek it, and psychological problems can flare up, sometimes with devastating consequences. At Virginia Tech, because federal law shields students’ mental-health histories, administrators and teachers didn’t know about Mr. Cho’s earlier troubles. Eventually, his strange behavior set off alarm bells and he was ordered to seek counseling by a judge, but there’s no indication he complied.</p>

<p>Most colleges ask applicants if they have been disciplined in high school or convicted of a crime, but they don’t inquire about disabilities or accommodations. The lack of information about applicants’ emotional health “is a glaring problem” brought to light by the April 16 massacre, says Pomona College Admissions Dean Bruce Poch.</p>

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<p><a href=“http://online.wsj.com/public/article/SB118756463647202374-Ov_1NZv4xxHzWuURpyNEJzRhdYw_20070918.html?mod=tff_main_tff_top[/url]”>http://online.wsj.com/public/article/SB118756463647202374-Ov_1NZv4xxHzWuURpyNEJzRhdYw_20070918.html?mod=tff_main_tff_top&lt;/a&gt;&lt;/p&gt;

<p>Very interesting article! Should the high school have done more to “warn” the college? Or taken a different approach to Mr. Cho in school - did their “individualized plan” approach make things better or worse? I know there have been many debates as to the university’s responsibility in assessing students’ mental health and taking action, but what about the high school’s, since apparently his “selective mutism” manifested itself from a very early age?</p>

[BAfromBC]

<p>Thought this link might be of interest to anyone curious about selective mutism…</p>

<p><a href=“http://www.selectivemutism.org/[/url]”>http://www.selectivemutism.org/&lt;/a&gt;&lt;/p&gt;

<p>My D works with autistic girls (dance therapy) and there is very little emotional support for them at school. The school concentrates on getting them through academically. Of course, there are psychologists and social workers, but they do not provide constant care. Many of the parents are stressed and fearful, and are just trying to get their kids an education. Many of these kids have trouble communicating and display very poor social skills which only intensify as they age. They inevitably become social outcasts. Schools are not equipped to deal with this, nor is the general student population.</p>

<p>Last year my D took an autistic freshman girl under her wing because the girl was being bullied. The girl is now so dependent on my D that my D is worried about what will happen to her when she graduates in June. The girl’s parents are getting divorced and she emails my D every day saying she is crying and has no friends but her. It is very sad, and all too typical of what happens to kids like these in a mainstream setting. Maybe if people were kinder disclosing a condition like this would be easier for those afflicted. There definitely needs to be a better support system in place. </p>

<p>It is difficult to balance the right to privacy with public safety issues. However, if a condition such as this is a matter of record in a student’s academic file then perhaps it should be disclosed?</p>

[dmd77]

<p>It seems to me just a few days ago there was a discussion about how schools no longer focus on academics, but have become places where self-esteem and psychological issues take precedence. The general consensus there was that academics should come first.</p>

<p>Teachers are not psychologists and psychologists are not teachers. Which job should a school do? Both? Is there money and public support for that?</p>

<p>The Americans with Disabilities Act mandates mainstreaming of physically and emotionally disabled students. Accommodations MUST be made, by law.</p>

[pgpc125]

<p>If it is a medical diagnosis, HIPAA comes into play & unless the student signs a medical release form or the legal system becomes involved, one can keep a lot of things private. Scarey to think a situation like Mr. Cho’s probably exists @ most schools. Just never know what could precipitate an incident (hate to use that word)</p>