On September 26, 2025, the News & Observer reported that the North Carolina Department of Public Instruction is investigating Johnston County Schools for how it treated an autistic high school student.
The complaint, filed by Disability Rights North Carolina, alleges that the student was:
- Placed in a classroom by himself.
- Limited to only two to three hours of school per day.
- Denied electives like art, music, and PE.
- Suspended for 40 days without receiving the required instruction.
- Stripped of his communication device, cutting off his ability to express himself.
Advocates argue these actions denied him both inclusion and opportunity. “Kids with disabilities just want what all students want: to be included and treated fairly,” said attorney Glynnis Hagins.
What the Research Tells Us
This story mirrors what decades of research have shown about the challenges and missteps in implementing IDEA’s mandates for Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE):
- Denial of electives undermines inclusion. Wilson, Kelly, and Haegele (2020) found that PE and elective teachers are often excluded from IEP decisions, leaving students with disabilities marginalized from vital school experiences.
- FAPE and LRE must work together. Yell and Bradley (2024) emphasize that FAPE comes first, and the IEP must inform placement decisions. Excluding a student from electives or cutting the day short is not consistent with the law.
- Misapplication of LRE perpetuates segregation. Giangreco (2019) explains how students with autism or intellectual disabilities are too often placed in segregated “programs” based solely on labels, not individualized need.
- The Endrew F. standard requires meaningful progress. Biolchino (2022) shows that courts now expect schools to design IEPs that promote growth “appropriate in light of the child’s circumstances.” Recycling old goals or failing to revise when progress stalls violates this standard.
The bottom line: when schools misapply LRE, neglect behavior supports, or deny communication tools, students are not just excluded…they are denied their right to FAPE.
How Salt Creek Learning Helps
Salt Creek Learning partners with districts to prevent the very problems now making headlines. We bring relief to overwhelmed educators and compliance assurance to administrators through:
- IEP Compliance Support – Making sure every IEP includes legally sound goals, behavior supports, and communication accommodations.
- Caseload & Workload Management – Helping teachers manage documentation, monitoring, and progress tracking so students don’t fall through the cracks.
- Professional Development – Training teachers and administrators in IDEA requirements, research-based inclusion strategies, and behavior intervention.
- Crisis Coverage – Filling sudden vacancies with experienced special educators so learning and compliance continue without disruption.
- Virtual SPED Solutions – Extending services to rural or hard-to-staff schools through secure, effective online support.
Where districts see complaints and investigations, we provide proactive systems and immediate solutions.
The Johnston County case is a cautionary tale. But it also offers a choice: districts can continue reacting to investigations—or they can build systems that meet legal requirements, honor families, and give students what they deserve.
Salt Creek Learning is ready to help you do both:
- Immediate relief for staff stretched too thin.
- Long-term systems support to strengthen compliance, training, and equity.
📞 Contact us at (918) 221-8550 or visit our website to start a conversation.
Because every student deserves more than the least restrictive environment—they deserve an education that helps them thrive.