Source: http://www.childrenslegalrightsjournal.com/childrenslegalrightsjournal/volume_34_issue_2?pg=92
Timestamp: 2019-04-21 22:17:03+00:00

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CSEC can have a devastating impact on a child’s physical and mental health.141 Further, if the child was exposed to drugs during exploitation, this may also impact the child’s brain development even after returning to the community and receiving treatment services.142 All of these conditions may severely impair or alter a student’s capacity and attention for learning. Hence, a child who previously did not require specialized services may meet the criteria for eligibility during or after being commercially exploited.
141 WALKER, supra note 26, at 16; see also A REVIEW OF THE LITERATURE, supra note 110, at 12-13 (describing the correlation between deviant behavior, truancy, and poor mental and physical health).
142 See L.M. Squeglia et al., The Influence of Substance Use on Adolescent Brain Development, 40 CLINICAL EEG & NEUROSCI. 31, 32 (2009) (discussing the impact of alcohol and marijuana use on cognitive processing and development); DrugFacts: MDMA (Ecstasy or Molly), NAT’L INST. ON DRUG ABUSE (Sept. 2013), http://www.drugabuse.gov/publications/drugfacts/mdma-ecstasy. In the authors’ experience, services provided to CSEC survivors can take a wide variety of forms, and may be contingent upon the funding available through the child’s health insurance or the court system. Treatment services for commercially sexually exploited children can include: individual therapy, group therapy, intensive home-based therapy, psychotropic medication, survivor-led activities or placement in a psychiatric residential treatment facility.
143 Individuals with Disabilities Education Act, 20 U.S.C.A. § 1400 (West 2014).
144 See Rowley, 458 U.S. at 182; 34 C.F.R. § 300.39(a)(1) (defining “special education” as “specially designed instruction … to meet the unique needs of a child with a disability”).
145 20 U.S.C.A. § 1414(b)(4); see supra Part III (B)(1)( i) for a discussion of disability classifications.
146 Rowley established that in order to determine whether a child was receiving educational benefit (or could receive educational benefit as a result of appropriate versus inappropriate school programming) it must be determined whether a student was able to make meaningful progress or gains in his or her area of need. Rowley, 458 U.S. at 200-02.
147 See 34 C.F.R. § 300.8 (a)(1)-(2)( i).
148 See Mr. & Mrs. I. v. Me. Sch. Admin. Dist. No. 55, No. 04-165-P-H, 2005 U.S. Dist. LEXIS 11401, at *55 (quoting Mary P. v. Ill. State Bd. of Educ., 919 F. Supp. 1173, 1180 (N.D. Ill. 1996) (internal quotation marks omitted)).
149 See 34 C.F.R. § 300.320(a).
150 Services on an IEP can include specialized instruction in a separate classroom (“pull out” or “resource”) or in the same classroom (“inclusion”), counseling, occupational therapy, speech and language therapy, physical therapy and any other service a child may need to receive educational benefit. See Related Services, NAT’L DISSEMINATION CTR. FOR CHILD. WITH DISABILITIES, http://nichcy.org/schoolage/iep/iepcontents/relatedservices (last updated Mar. 2013).
151 34 C.F.R. §§ 300.320(a)-300.324.

References: § 1400
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