Do Kids with Disabilities Strain or Strengthen Our Schools?

Speaking as a parent of a 26 year old son with major auditory processing skills and mild Asperger's, including these children with special needs in the public schools can benefit both the learning different child as well as the "others". Kids learn compassion and to respect everyone, regardless of differences, and "mainstreaming" a child can help with social connectedness and social skills later in life, too. The downside is really for the learning different child who may not be getting the individualization required in the public school setting. Our son ended up at a wonderful private school, Eagle Hill in Hardwick, Mass. for his last 2 years in high school and in spite of the distance from our home in California, it was by far the best gift we have ever given him. Every child in the school has a diagnosed learning difference, but no behavioral issues. The growth and understanding of himself that he received there surpassed the other inconveniences and cost and he went from being a "C" student to straight "A"s and ran cross-country, played on the basketball and golf teams. Needless to say, his self-esteem rocketed and he is now working at the school and feels as though he is in his "2nd home". Not every child can have the opportunity to attend an Eagle Hill, but with the right amount of support can be successful within the public school setting.

I guess Lilly thinks the world will only be run in the future by the special and talented children of the world? Even if she only wanted to look at this issue from a purely selfish standpoint, doesn't she want all the stewards of our earth (and her in her senior years) to be well-educated and well-rounded humans? Very little thought was given to this statement on her part.

I certainly didn't choose for my son to live a life with cerebral palsy, it is an injury he suffered at birth that was not preventable in any way, similar to someone being in a car accident. We have a responsibility as a society to educate all children because they will be running the world we live in -- and because it is the moral, right thing to do.

My son is only 3 yrs old and has Down Syndrome! It scares me to think that we will encounter people within our school system that may think negatively about his education and abilities. Scares me that we may encounter a teacher or two along the way that thinks he is taking away from the education of other children.

I am a parent of a child with autism and epilepsy and the daughter of a mother who was one of those "highly gifted and talented" children referred to, who had a stroke that paralyzed half of her body and left her struggling to speak yet with her intelligence fully intact. To say that we "chose" to have children with special needs is ludicrous, but I will tell you it has enriched our lives and the lives of all who know our daughter. Instead of stating one group of children should have and not another, we should be focusing on bettering the outcomes of all children and instilling in them the value of inclusion and community; what teamwork can do to better outcomes for all. Learning that others are not defined by their disability or gift is a valuable life lesson. And knowing that any one of us could be dsabled at one point in our lives sure puts things in perspective.

I found this article with Lilly as a commentator to be opinionated and ignorant. I am a Special Education Teacher - first I was a parent, then a paraprofessional - to a wonderful young man who had cerebral palsy and other major disabilities due to CMV contracted by his mother during pregnancy. I then began the steps to become a special education teacher and about this time, my grandson was born with disabilities.
Do parents choose to have children? Yes. Do parents choose to have children with disabilities- of course not. I have found that working with children with special needs is the most rewarding career I could have. These children are eager to learn and please. While my own teenage son was caught up in the "worldly events of teenage hood," my student was eager to listen and please. He was affectionate and wanted to be liked.
Only if Lilly would have a family member with a disability will she fully understand the scope of these children's ability to learn, grow, and succeed.

Cecelia Lewis

It all comes down to attitude and it's time for us to change that so that the playing field is equal for people with disabilities. Part of that equality means funding the stuff that provides accessibility. For example, I'm deaf-- provide me a videophone and access to interpreters and I can handle a phone call just like a person with normal hearing. When we break down barriers, we equalize the playing field and then people with disabilities can reach their full potential.

Too much emphasis is put on tests and competition, and I guess that the funding depends on the results. I see posters listing desirable character traits all over the place. Why isn't including disabled kids a valued thing to do? There is a "disconnect" here.

Someone I know thought that my son, who has autism, should not receive bus service to another school district where he could be included part of the day. Yet, he cannot attend school at all in our own district. At the same time, I see normal kids punished over taking a cookie or a piece of candy without asking, forgetting school IDs, etc. How does that teach compassion for others? They learn not to annoy people so much, but they don't necessarily learn empathy or acceptance of others.

So many people who complain about bad parenting want to forget about including the disabled, as if they don't exist. The "disconnect" seems enormous. What is valuable about raising self absorbed kids, with high test scores and perfect behavior?

Sounds like Lilly could've benefitted from a social awareness class. Not only does her suggestion smack of the universally denigrated "science" of eugenics, but displays an ignorance regarding "gifted and talented." Many of these kids are/would be eligible for such programs as twice exceptional students, but more importantly we need universal design reform for all learners. Multiple intelligences Are the truth. In a democratic society we need to access the gifts of all our citizenry. For example what may look like a "low functioning" person to you is really a person with thoughts and feelings and w/the right technology can communicate with the rest of us. Everyone is special; Lilly just needs to stop skipping Compassion class and blow off Elitism 101.

Using Howard Gardner's idea of multiple intelligences, I find students who have more intelligence in the areas of language and/or logic, benefit from working with peers of all abilities. The benefit - it enhances the area where they are not as strong - intelligence about people and/or working with a group. Additionally, understanding and patience are developed when everyone in a community works together. It's so easy for us to forget the golden rule. At one point in my life, I didn't have the same understanding that I have now. The discussion itself yields growth in our communities.... at least we are talking.

I grew up in a public school that included special needs children in all of our daily activities. I am an intelligent woman and my school district thrived. As an adult I have been blessed to be the mother of a son with special needs and I dare anyone to try to say that my son would not enrich the learning experience of those around him. Every child brings special gifts and difficulties to the tapestry of eductaion.

Saturday, my 8 year old asked me why Autism was called a disorder. She said it sounds like a negative word and that what her little sister has is special and only makes her more beautiful and interesting. Inclusion is the only way to accomplish this sort of enlightenment.
Cecelia mentioned above that we don't choose to be parents of children with special needs, but I for one, would recommend it to anybody.

Typically I do not respond publicly to statements whether pro or con for inclusion because of my personal experiences. However, in this instance there needs to be a clarification ad a reframing of the question. The question before us is NOT about inclusion it is about the fundamental principles the nation was founded upon. Who is entitled to the American Dream?

First to the question, "Why do we even bother paying for education for these kids?..."

The notion that students with disabilities are somehow a burden on teachers and schools; if one so chose conjures up comparisons to the arguments made against integrating classrooms. To make the assumption that talent and gifts are the province of those without "challenges" draws comparisons to the belief that only men can be captains of industries and world leaders.

Second, "...Their parents chose to have kids and now their disability and special needs amount to a rise in taxes..."
Every expecting parent has the same hope, to have a happy and healthy child. And that, that child will be able to grow up safe and be able to pursue their dreams and aspirations which this country affords them like nowhere else in the world. No parent sets out to have their child intentionally face the scrutiny biases and prejudices of the world. If that is the belief implied then I must flatly reject that notion.

It is however refreshing for such candor to be expressed. Although the danger in separating kids based on appearances physical attributes or any other subjective criteria is always a tenuous long term proposition for the well being of any society. America can not and will not ever reach its fullest potential as a nation if we do not do value ALL of its children.

From Anne Newman: For more about Boston hip hop artist Keith Jones and his campaign for disability rights, see this Boston Globe article: http://www.boston.com/lifestyle/articles/2008/02/26/the_last_great_struggle/?page=1

Your blog topic slices to the core of the struggle we are facing currently to access our children's basic right to be educated in this country, and as we are embarking on our project this year in our school district to make inclusion a reality for all students, are finding that the sentiment runs deep on both sides of the issue. We have a school district that has not supported inclusion (the 4th largest in the state) and does not bridge the gap to support teachers in general education who are including all children. Our new superintendent has taken the stance to improve the outcomes of all students including those in special education, and is holding the teachers and the principals accountable. But he is not calling it "inclusion" because in some way this denotes a negative. Then there are those who say they are including the children, only to find out that to them inclusion means warehousing the child. It should be an interesting journey.

OH Wow!

Here is a public face for Lilly, and for others with an archaic attitude like hers, to ponder over.

Go to Click on Community, then click on Elina's video called "Me and My Computer".

This 4 minute video cannot help but open everyone's eyes as to the possibility of ability that takes place in a public school setting. While your at it, take a look at the other short videos on this site in order to better educate yourself!

Is the public tax money worth educating my daughter with cerebral palsy and others with disabilities? I think my daughter's demonstration speaks for itself!

You ask the wrong questions.

Better to have asked where society can or should draw a line defining who we will educate and how much we are willing to invest to assure that education is delivered?

At what point would folks stop the funding? I have a disability - I must wear glasses to see 20-20. That required special accommodation when I was in school. Did the teachers go too far? My daughter attended school with a young man who was a budding acting talent, but due to an accident, will spend his life in a wheelchair. Do we go too far making public building accessible to him?

The point is, there is no proper, practical, or reasonable line. A free public education is a right we extend to all of our children. We do not and should not pre-qualify that by setting some arbitrary capabilities bar.

My kid has a label -- Down syndrome. As an adult, he is a loyal, productive worker, a taxpayer and a valued friend to many. Like way too many of his former, "able" classmates, however, he could have grown to be a total sloth and have been more worthy of a quality education.

Shame on all of us if we cannot find the will to fund our schools up to the level required to properly serve all of our children. Unfortunately we have a long way to go before we can cleanse ourselves of that shame.

For those who support inclusion and a free and appropriate public education for all learners, the Individuals with Disabilities Education Act will be up for reauthorization by congress in 2010. Do not take for granted the right to have our children with disablities educated in their least restrictive environment. Be prepared to aggressively pursue reauthorization and maintain our children's right. Unfortunately, school adminstrations, teacher's unions and others will be lobbying hard to reduce/eliminate our children's right to appropriate education.

Wow?????? I'm not even sure where to start. First coming from a student that is studying to become an elementary teacher and fully believes in inclusive education (all children are capable of learning, it's up to us as teachers to figure out how to "Teach" to the student") I would have to say maybe we need to educate this lady named Lily, Let's see if she would be willing to go into a fully inclusive classroom for a week to observe. I would be willing to bet she would completely change her statements after she saw first hand the compassion, caring, nurturing loving enviornment that a fully inclusive classroom creates. My nephew made a comment (not sure where he heard it) to me when I first started my secondary education to become a teacher and I did a project on his specific learning disability, He told me I don't have a "Disability", but a "Different Ability". I think that one statement says it all. Some of the best friendships, the type of friendship where the friend is always happy and glad to see you has come from my friendships with numerous friends with "Different Abilities" that I would not change ever. Take Care, Sincerely, Mr. David R. Roberts

Our organization, Dreams for Kids, stands for the rights of every child. We also stand for the prospect that one day we will live in a world that celebrates ability, instead of labeling some for their disability.

We all have disabilities. Lilly, that would include you and you comments painfully point out at least one of your glaring disabilities. Why would any of us want to be introduced by, labeled with, and excluded for our disabilities? As Anne pointed out so well, “People are not limited by their disability; they are limited by a lack of opportunity.”

Dreams for Kids has actually found great resistance and controversy in our progressive approach of dispensing with all labels and classifications. We simply bring kids of all abilities together, and from every race, religion, and socio-economic background. We connect them to each other and to service at home and around the world. They are our Dream Leaders.

They also will be the first generation to grow up together, beyond the walls of segregation and exclusion, seeing past skin color, wheelchairs, and religious belief. They will know each other for who they are and celebrate their differences.

Is it any wonder why our world is full of such conflict? How on earth could the United States, a country built by immigrants of all faith and all cultural background, be as segregated as it is today? Growing up as we did, with near complete segregation, how can we not look upon each other with lack of understanding?

How can we not include very single child in our schools, nurture their ability and inspire their greatness?

Perhaps it would help Lilly, if she met Shamique, a 16 year old girl born with cerebral palsy. Shamique lives in a state run facility. One day, Shamique softy said, “I know what my dream is... I want to have a job.” When asked what kind of job, Shamique, slowly raised her hear head and said, “My eyes are good. I want to help blind people.”

Shamique is a Dream Leader. One day, she will be a blind person’s eyes, and she will give to the world, a bright ray of hope, and a reminder that we all have something to give.

http://www.dreamsforkids.org

Thank you Business Week! Inclusive education for children is critically important for kids with disabilities. Too many kids are taught that the world has no expectations of them when they go to school. Not just classrooms are segregated, also school dances, celebrations like graduations, etc. Kids often feel that they are invisible. Some have said to me that they feel they are being prepared for a life in deep poverty. In fact, this is often the result. This kind of discrimination should outrage us--look at all the lost potential, the waste of human lives. Especially because assumptions made about kids with disabilities are so often based on faulty information and reasoning. Many accommodations that permit kids to be included are not expensive for our society. At the same time, if we need to commit resources to full participation--we should do so.

Inclusion is also important for kids without disabilities. One hopes that you learn as a kid how to relate to people in a successful way--school has a role in this too. If kids don't encounter those who are different--imagine the skills they are not learning. I see adults who don't know how to encounter people with disabilities in a respectful, skillful way all the time. Sometimes they are doctors or lawyers or teachers. They only see the disability when they look at a person with a disability--not the whole person. Their lack of experience and learning limits their effectiveness...and makes their lives less rich. Besides, most of us will have a disability at some time in our lives, due to birth, environment, workplace hazard, disease, or simply the process of aging. Disability is a universal experience--a part of life.

Fortunately, people with disabilities can and do advocate for change and are getting results, though there is so much more to do. To learn more, your readers might want to find out about the independent living centers in their communities. These organizations are run by and for people with disabilities and focus on removing barriers to full social participation, including stigma.

I have truly enjoyed the article and the thoughtful exchange.

Hello, my son is 8 and has a chromosomal disorder which requires him to get special education. His school has a terrific program, and he is doing wonderfully!
Here is my response to the above article.
I was in the "gifted" programs all through school and was identified as a highly capable and high IQ child early on. I got programs and seminars and advanced classes and group enrichment for years. I didn't become another Einstein. I'm just a normal Jane. Was all that taxpayer's money wasted on me? Am I more "worthy" to have received extra programming because of high test scores? I don't see how I have given back to the world any more or less than anybody else, many disabled people included. (Ok, some have given more and some less than me, but you understand!) I am a professional and I do contribute in my career, but I don't particularly stand out.
Education is for everyone, to be provided to each person according to his needs, and it's up to the individual receiving it to use it to her best ability. I think that's the most we should expect of our education system...to provide appropriately. The student and his family must take it from there. Potential is reached when there is desire present to achieve.
Perhaps that is the most valuable thing our educational system can give us... the desire to achieve? To learn how to use our gifts and talents (whatever they are) and contribute what we can? To show us that it is possible to create and succeed, and give us the tools to follow through? This would entail teachers and parents, and the community as a whole, placing expectations on students while fostering ability.
The world has come a long way in the last 40 or 50 years regarding disabled folks. It still has a long way to go. I just count myself lucky to be in a school where my children get exactly what they need (with a little supplemental instruction at home!).

I'd say it depends.

A mom friend just told me this morning she is switching her special-needs son to another school because he is too disruptive in his current classroom.

They gave it a shot, and I have tremendous respect for her decision to admit that the current situation isn't working.

Based on what I've heard, his behavior is disruptive, so it's not fair to the other kids in the class. Sadly, I'm sure their parents will be thrilled.

I think in some ways students with disabilities can strengthen your school. Students with disabilities require accommodations and modifications for instruction and assessments, therefore the teachers have to be diverse instructors dealing with learning styles as well as abilities to accommodate these students. With that being said, having a teacher that can meet the needs of students with disabilities will strengthen his/her teaching strategies and eventually show growth in the school as well.

The sister of an artist friend died recently. She had Down Syndrome. He said she was the most important person in his life in terms of making him who he is and how he sees the world.

I have been blessed with a life that I never planned, thanks to a devoted husband and our wonderful children. We have (yes, I will say it) survived the early years, now tempered with better resolve, meeting challenges most days with frazzled grace. We begin each day anew and keep the parents' prayer close to our hearts, "Please let us do what we can with what we have," and hope it is good enough.

Let us engage. The easy target here is "money;"it will never satisfy everyone. For some we spend too much, for others not enough, and the range in between usually just gets by. Maybe we need a new target...

We need to reframe how we value worth. I believe every student has potential, wants to learn and do well. If given the opportunity to learn without limits, we would not need to use labels like gifted or special. Everyone learns, if given access and opportunity -- that is the most important lesson of all. Inclusion is not a thing or a place, it is a philosophy. Sometimes inclusion is loud and easy to see -- sometimes it is quiet, seemingly absent. But it is surely there when students share their success with each other, and that is invaluable.

To paraphrase a noble statesman, "Our work goes on, our cause endures, our hope still lives and our dreams shall never die."

Our dialogue is important -- please share and engage, be good and do well.

Sincerely,
Susan M. Frenette
Champion for All Children & Families

Who is to say that when a child is born typical will not have problems later in life. Everyone has challenges in their lives. Do we teach them until something happens and then stop.
Each person has a very unique talent and left untapped could change the world we live in. Just because a child cannot do everything like everybody else, doesn't mean they are not gifted or talented. AFter all, the world would be pretty boring if everyone was taught and treated exactly the same.

Personally I like my child just the way he is. Academically above grade level, and learning how to use social skills and keep friends.

I think students with learning differences strengthen our school systems, if the schools systems accommodate their needs. It been my experience that if parents dn't understand their children civil rights, then our children (even with mild learning differences) are at risk for for failure. Failure (not because they can't learn) but because the school system is designed to best educate those students that can regurgitate information on demand.

Most of what my two children with learning differences (ADHD, math learn difference, written learning difference and non verbal learning difference) they've aquired through self- education.

I believe that most students with learning differences are our next great explores, scientists, musicians, artists and so forth.

I also believe students and adults with learning differences will be our greatest asset to the human race.

I'm not sure if it's our local schools systems (or those government officials at a state and national level ) that choose to allow local schools to ignore the civil rights of special needs students but the best defense is to learn the laws, bring a government advocate (CESA 5 ) to your children's 504 and IEP meetings, so they are allowed to learn and succeed to the best of their ability.

The parents' and students' knowledge of the law and understanding of their civil rights is the key to receiving an equal education for all students regardless of their special needs.

My two children are succeeding and achieving, one at a high school level and another at a college level, because we believed in their abilities, have been proactive and utilized the government services to assist us along the way.