USA Africa Dialogue Series - Conversation with Ngozi Ebinum in navigating the NYC public school system for her three autistic children

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As we continue to explore the specifics of challenges we face as African immigrants abroad, I was grateful for Mrs. Ngozi Ebinum. Mrs. Ebinum is a fellow Nigerian immigrant, and she came on the Pánsá Pánsá podcast to have a conversation with me about her experiences in navigating appropriate educational services for her three autistic children within the NYC education system. Ms. Ofili who was also present spoke highly of Mrs. Ebinum on her persistent and courageous effort to ensure that her children diagnosed with autism get placed in an appropriate school setting. 

Many studies have shown that immigrant families are less likely to have traditional knowledge of the public school system or if their children are placed in an appropriate school setting. Many immigrant families may not be aware of school choices such as magnet schools, private school vouchers, and charter schools. Many may need to be made aware of early childhood education that is available free of charge to 3 and 4-year-olds. Due to this lack of knowledge of the school system in the USA, including the daily struggles of providing for their family, limited resources, or no resources to educate immigrants parents about their rights, many families are left behind. If these focus groups are aware of their rights, fear of deportation may be a barrier that may hinder their efforts in advocating for the proper school placement for their children. This process may be even more challenging for many immigrant parents with a child with learning differences or special needs. 

Children with special education needs are evaluated, and IEP is usually developed (individualized education program). IEP is a tool to document how the needs of children with disability, learning differences, or emotional disturbance will be met within the setting of an educational environment. IEP is also an agreement between a parent and school to document the goal and services that need to be provided to the child. IEP is also developed for children with learning differences and emotional disturbance. IEP is reviewed yearly to monitor the progress of the child in question. 

During the conversation, we discussed the difference between expectations and reality for immigrants in America. Mrs. Ebinum talked about her reality of America as it relates to the challenges her family experienced as an immigrant and as a parent to children growing up in America. She spoke candidly on the initial diagnosis of her children, the specific needs of each child, and what type of services the children are receiving from NYC agencies. Kennedy Center and the YAI program have been working with her family, and she detailed her experiences working with these agencies. Her children started in the NYC public school system, and she gave an account of the inadequate and unprofessional services and the biases she experienced while navigating the school system as she explored appropriate educational settings for her children. Mrs. Ebinum provided cogent advice to listers who may have a child with autism or know someone with a child diagnosed with autism and are exploring appropriate school settings.

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