The parents of a first-grader with autism in Georgia are raising concerns after their son was disciplined for shaping a sandwich into a form resembling a gun. They argue that the school’s strict policies do not consider his unique needs due to his developmental disabilities.
John Medina, a six-year-old student at Sarah Harp Elementary School in Fayette County, faced suspension last March. Diagnosed with level 1 autism at age four and ADHD later on, his parents, Kristin and Juan “Ricky” Medina, assert that these conditions make social understanding challenging for him.
Kristin and Ricky stated in an interview that John is academically advanced yet has faced around 15 suspensions and numerous disciplinary actions since 2023. While some incidents were serious, they claim that many harmless behaviors, like simple drawings or gestures, have attracted unwarranted disciplinary actions.
The repeated suspensions have affected John’s self-esteem, particularly given his difficulty making friends. He often feels isolated and perceives himself as “a bad kid” because of others’ perceptions.
Kristin was surprised to learn about the suspension related to the sandwich incident, questioning the school’s strict “strike” system. She expressed concern over punishing minor actions that he might not fully understand due to his condition.
Despite physical altercations during PE, most disciplinary actions against John relate to what his parents describe as harmless gestures. Ricky and Kristin emphasized that weapon topics are discouraged at home, but note John’s condition makes it challenging for him to control how he expresses himself.
The Medinas live in Fayette County and highlighted that conventional punishments are ineffective for John due to his autism. Instead, they advocate for opportunities for learning and clear, educational explanations as better alternatives.
Initially, the school resisted providing an Individualized Education Program (IEP) for John due to his academic capabilities and initial oversight of his autism. After further evaluations and at least ten suspensions, the school eventually granted the IEP.
Focusing on what they perceive as harmless childhood behaviors has, according to the Medinas, negatively impacted John’s self-image, making him reluctant to attend school. They hope for strategies to foster his confidence and friendship-building abilities.
John concluded the last school year with notable progress, reading at a third-grade level and nearly qualifying for a gifted program. The school’s stance on his suspensions relaxed following the Medinas’ hiring of Donna Reynolds, a special education advocate. John’s current plan incorporates an aide to assist him during less structured times, providing a supportive learning environment.
Ricky stressed the importance of replacing severe punishments with teachable moments and addressing genuine concerns. Although the school district declined to provide specific comments, they encouraged viewing John’s entire disciplinary history for context.
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