CG BY AND THROUGH MR. AND MRS. G. v. New Haven Bd. of Educ.

988 F. Supp. 60, 1997 U.S. Dist. LEXIS 21799, 1997 WL 832824
CourtDistrict Court, D. Connecticut
DecidedSeptember 29, 1997
Docket3:96CV1402 (RNC)
StatusPublished
Cited by7 cases

This text of 988 F. Supp. 60 (CG BY AND THROUGH MR. AND MRS. G. v. New Haven Bd. of Educ.) is published on Counsel Stack Legal Research, covering District Court, D. Connecticut primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
CG BY AND THROUGH MR. AND MRS. G. v. New Haven Bd. of Educ., 988 F. Supp. 60, 1997 U.S. Dist. LEXIS 21799, 1997 WL 832824 (D. Conn. 1997).

Opinion

*62 ORDER

CHATIGNY, District Judge.

After review and over objection, the Magistrate Judge’s recommended ruling is hereby approved and adopted.

So Ordered.

RECOMMENDED RULING ON PENDING MOTIONS

MARTINEZ, United States Magistrate Judge.

This is an action for reimbursement of attorney’s fees and costs incurred during administrative proceedings initiated under the Individuals With Disabilities Education Act, 20 U.S.C. § 1400 el seq. (“IDEA”). Currently pending before the court is the plaintiffs motion for summary judgment in which the plaintiff asserts that as a “prevailing party” she is entitled to costs and attorney’s fees pursuant to 20 U.S.C. § 1415(e)(4)(B). Also pending is the plaintiff’s Motion for Attorney’s Fees for Time Spent After December 16, 1996. For the reasons stated below, the court recommends that the plaintiffs motion for summary judgment (doc. # 11) and the plaintiffs motion for attorney’s fees (doc. # 21) be GRANTED.

I. UNDISPUTED FACTS

Based upon the submissions of the parties, the court finds the following facts to be undisputed for purposes of the motion for summary judgment and the motion for attorney’s fees.

The plaintiff, C.G., is a three year old child, bom on October 22, 1992, who lives with her parents in New Haven, Connecticut. As a result of an intracranial hemorrhage sustained at birth, C. has significant motor impairments, including impairment of her ability to communicate. C. is also legally blind. C. has been identified by the New Haven Board of Education as a child in need of special education under the IDEA.

Beginning in May or June 1993, C. participated in the Early Connections Program sponsored by the State of Connecticut Department of Mental Retardation. The Early Connections Program is the Connecticut state program through which children with disabilities receive services pursuant to the IDEA from birth to three years of age. In this program, C. received special education and related services, including two hours of physical therapy per week, two hours of occupational therapy per week, and one hour of speech and language services and special education support within a typical preschool setting. C. made progress in all areas in this program. These services continued until C. reached the age of three on October 22,1995.

Responsibility for providing special education and related services shifts from the State of Connecticut Department of Mental Retardation to the local school board when a disabled child reaches the age of three. Preparing to assume its responsibility for providing special education and related services to C., the New Haven Board of Education (“Board”) convened a Planning and Placement Team (PPT) meeting on March 23, 1995. At that meeting, the PPT recommended that C. be observed and evaluated. The PPT also recommended that C.’s parents consider five preschool special education programs offered by the Board as possible special education placements for C. C.’s parents visited all but one of these suggested placements and found that they would offer little or no opportunity for C. to interact with nondisabled children. The parents were unable to reach the fifth program suggested by the Board because telephone calls made by C.’s mother to that program were not returned.

Pursuant to the PPT’s recommendation, an Early Childhood Assessment Team (“ECAT”) comprised of a school social worker, speech and language pathologist, school psychologist and preschool special education teacher, evaluated C. on May 19, 1995. The evaluation was conducted in a setting that was unfamiliar to C. Prior to the evaluation, members of the ECAT did not take C.’s history or speak with C.’s therapists. At the time of the evaluation, C. had not yet received her eyeglasses, although she was legally blind without them. Based on their evaluation, the ECAT concluded that C. functioned at a 6 month old level with scattered skills to the 12 month level.

*63 On June 19,1995, a PPT meeting was héld to discuss the ECAT’s assessment of C. The ECAT members, Board administrators and C.’s parents attended. Despite C.’s parents’ direct request for a copy of the ECAT’s assessment report, the Board refused to give them a copy of the report.

Members of the PPT had no experience in placing children with disabilities as severe as C.’s in regular classes or preschool settings. There was no discussion during the PPT meeting as to whether C. could attend a typical preschool setting with supplemental aids or services or the maximum extent to which C. could be educated appropriately with children without disabilities.

At the June 19, 1995 meeting, the PPT recommended, based upon the ECAT evaluation, that C. be placed in a full-time special education program. It also recommended that C.’s physical and occupational therapy be reduced from two hours to one hour per week.

C.’s parents rejected the PPT’s placement recommendation because they believed that C. needed to be with nondisabled children so that she could model them. They wanted C. to be placed in a private preschool with non-disabled children. The Board suggested that the ECAT reevaluate C. C.’s parents requested an independent evaluation of C., but the Board rejected their request.

In July 1995, C.’s parents enrolled C. in Creating Kids Childcare Center, a private preschool.

On September 7, 1995, C.’s parents requested an administrative hearing pursuant to 20 U.S.C. § 1415. In their request, the parents represented that the hearing was requested: (1) to challenge the Board’s refusal to place C. in a typical preschool with appropriate supplementary aids and services, rather than a segregated, disabled-only preschool operated by the Board; (2) to challenge the Board’s decision to reduce the amount of therapy for C.; and (3) to obtain reimbursement for an independent educational evaluation of C. As of the date that the hearing was requested, the Board had not yet scheduled a PPT meeting to discuss alternative placements for C.

The parents requested that the Board continue C.’s therapy while the hearing was pending, but the Board refused to do so voluntarily. Therapy was terminated until the hearing officer entered an interim order that therapy be continued. As a result of this interruption in services, C. missed twenty-six hours of therapy.

The hearing was held over the course of eight days in November and December of 1995, and January and February of 1996. The hearing. officer found that the special education programs operated by the Board would not provide C. with education with nondisabled children to the maximum appropriate extent as required under IDEA, 20 U.S.C. § 1412(5)(B). Rather, the hearing officer found that private preschool placement met the standards set out in 20 U.S.C.

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Bluebook (online)
988 F. Supp. 60, 1997 U.S. Dist. LEXIS 21799, 1997 WL 832824, Counsel Stack Legal Research, https://law.counselstack.com/opinion/cg-by-and-through-mr-and-mrs-g-v-new-haven-bd-of-educ-ctd-1997.