Family Matters 229suggests we cannot provide everything a child needs. We
don’t like asking someone else to take care of our child, even
when we think it may be for the best. So our every instinct is
to hang on, tough it out, and try something else. A new drug.
A new therapist. A new program. A new school. A new book.
If a child is acting out in school, it is sometimes possible
to convince or compel a school system to pay for a place-
ment outside the school system. Under the Individuals with
Disabilities Act (a federal law, and it’s a good one, that ap-
plies to public schools), school systems are obliged to place
their students in the least restrictive setting appropriate to
their needs; residential placements are considered the most
restrictive setting, so such placements are generally held
out as a last resort. School systems vary widely in their re-
sources for children who need more than the mainstream
can provide. If it becomes apparent, after adjustments and
accommodations are made, that a general education pro-
gram is not sufficient for your child’s needs, the first consid-
eration in many school systems is a classroom aide. The
next stop is often a special classroom for children with be-
havioral problems. A day-school placement outside the
school system is frequently the next stop. If these alterna-
tives fail to achieve the desired effect, a residential program
may become a more serious consideration. In some cases, if
it’s clear that these intermediate placements are insufficient
for a child’s needs, a residential program may be considered
earlier in the process.