In a shocking revelation that has sent ripples through the educational community, Aleysha Ortiz, a 19-year-old honors graduate from Hartford Public High School in Connecticut, has filed a lawsuit against the Hartford Board of Education, the City of Hartford, and her former special education case manager, Tilda Santiago. Ortiz, who graduated with honors and earned a scholarship to the University of Connecticut, claims she is functionally illiterate, unable to read, write, or even spell her own name. This lawsuit sheds light on the systemic failures of the Hartford public school system, which allegedly ignored her learning disabilities and pushed her through 12 years of education without addressing her fundamental needs.

The Journey of Aleysha Ortiz: A Story of Struggle and Neglect

Aleysha Ortiz’s story begins in Puerto Rico, where she was born before moving to the United States in the first grade. From the moment she entered the Hartford public school system, Ortiz faced significant challenges. According to her lawsuit, she struggled with basic skills such as letter, sound, and number recognition. These early difficulties were compounded by a language barrier, as Ortiz was still learning English. Despite her struggles, her learning disabilities went undiagnosed and unaddressed for years.

Ortiz’s lawsuit alleges that she repeatedly informed her teachers about her inability to read or write, pleading for patience and support. However, instead of receiving the help she needed, she was pushed through the system, advancing from grade to grade without mastering essential literacy skills. By the time she reached the sixth grade, Ortiz was reading at a kindergarten or first-grade level, a staggering gap that only widened as she progressed through school.

The Role of Tilda Santiago: Allegations of Bullying and Negligence

When Ortiz was a sophomore at Hartford Public High School, Tilda Santiago was assigned as her special education teacher and case manager. According to the lawsuit, Santiago’s tenure was marked by alleged bullying, belittling, and even stalking behavior toward Ortiz. These actions created a hostile environment that further hindered Ortiz’s ability to learn and thrive. Santiago was eventually removed from her role, but the damage had already been done.

Ortiz’s mother, Carmen Cruz, who has limited proficiency in English, tried her best to advocate for her daughter. She spoke with school principals and officials, but her efforts were often met with frustration and confusion. “I didn’t know English very well, I didn’t know the rules of the schools,” Ortiz told CNN. “There were a lot of things that they would tell me, and I let myself go by what the teachers would tell me because I didn’t understand anything.”

A Glimmer of Hope: Self-Advocacy and Late Diagnoses

By the 11th grade, Ortiz began to take matters into her own hands. She started speaking up for herself, urging her teachers to address her struggles. It was only then that her teachers suggested she get tested for dyslexia. However, the testing process was delayed until the final months of her senior year. The results, which came in on the last day of high school, confirmed that Ortiz had dyslexia and required specialized instruction in phonics, fluency, and reading comprehension.

Dyslexia, as defined by the British Dyslexia Association, is a specific learning difficulty that primarily affects reading and writing skills. It also impacts information processing, making it challenging for individuals to process and remember information they see and hear. For Ortiz, this diagnosis was both a relief and a frustration. While it explained her lifelong struggles, it also highlighted the years of neglect she had endured.

The Lawsuit: Allegations of Systemic Failure

Ortiz’s lawsuit alleges that the Hartford public school system failed to meet its legal obligations under the Individuals with Disabilities Education Act (IDEA), which mandates that schools provide appropriate educational services to students with disabilities. The suit claims that Ortiz’s learning disabilities were ignored, and she was denied the specialized instruction and support she needed to succeed.

The lawsuit also accuses the school district of negligence, arguing that officials were aware of Ortiz’s struggles but chose to prioritize graduation rates over her educational needs. Ortiz claims that school district officials told her she could defer accepting her diploma and receive intensive services, but this offer came too late to make a meaningful difference.

The Broader Implications: A Crisis in Education

Ortiz’s case is not an isolated incident. It highlights a broader crisis in the American educational system, where students with learning disabilities are often overlooked and underserved. According to the National Center for Learning Disabilities, approximately 1 in 5 children in the United States has a learning or attention issue. Yet, many of these children do not receive the support they need to succeed academically.

The Hartford public school system, like many others across the country, faces significant challenges in meeting the diverse needs of its students. Limited resources, overcrowded classrooms, and a lack of trained special education professionals contribute to the problem. In Ortiz’s case, these systemic issues had devastating consequences, leaving her illiterate despite her academic achievements.

Ortiz’s Dreams and Current Struggles

Despite her challenges, Ortiz remains determined to achieve her dreams. She aspires to become a writer, a goal that reflects her resilience and creativity. Currently, she is attending the University of Connecticut as a full-time student, though she has not attended classes since February 1 due to mental health treatment.

To complete her college assignments, Ortiz relies on assistive technology, including apps that translate text to speech and speech to text. These tools have given her a voice and a sense of independence that she never thought possible. “The apps gave me a voice that I never thought I had,” Ortiz said.

The Response from Hartford Public Schools

In a statement to CNN, Hartford Public Schools declined to comment on the specifics of the lawsuit, citing pending litigation. However, the district emphasized its commitment to meeting the needs of all students. “While Hartford Public Schools cannot comment on pending litigation, we remain deeply committed to meeting the full range of needs our students bring with them when they enter our schools—and helping them reach their full potential,” the statement read.

A Call for Accountability and Change

Ortiz’s lawsuit is more than a personal battle; it is a call for accountability and systemic change. Her case underscores the urgent need for schools to prioritize early intervention, provide adequate support for students with learning disabilities, and ensure that no child falls through the cracks.

As Ortiz continues her journey, she hopes that her story will inspire others to speak up and demand better from the educational system. “I decided, they [the school] had 12 years,” Ortiz said. “Now it’s my time.”

Conclusion: A Legacy of Resilience

Aleysha Ortiz’s story is one of resilience, determination, and the pursuit of justice. Despite the failures of the system, she has refused to be defined by her struggles. Her lawsuit is a powerful reminder of the importance of education and the need to ensure that every child has the opportunity to succeed.

As the legal battle unfolds, Ortiz’s courage and tenacity serve as an inspiration to students, parents, and educators alike. Her fight for accountability is not just about her own education; it is about creating a better future for all students who deserve the chance to learn, grow, and thrive.

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