As a parent of two children with disabilities, I find myself exhausted. Exhausted from having to justify why my daughter, who has Down syndrome, deserves to live and thrive. Now, I’m also weary of having to defend the right of my children to be included in the classroom.
A recent video from a board meeting featuring Alabama State Board of Education member, Lisa Greene, has sparked considerable outrage among parents. In the footage, Greene inquires about the possibility of segregating students with disabilities into a separate “academy.” “Is it permissible for us to create an academy focused on special education, perhaps, to prevent our already low scores from being negatively impacted by special ed test results?” she questioned, suggesting that the exclusion of children with disabilities could somehow remedy Alabama’s educational shortcomings.
In response, over 62,000 parents have joined a petition calling for Greene’s removal from the board. What alarms me, and many others who signed the petition, is that a school board member appears to lack knowledge of special education laws and advocates for the segregation of children with disabilities rather than their inclusion in general classrooms.
I thought those battles were fought decades ago, but here we are again. The discussions within the Alabama SBOE should focus on the issues and shortcomings of testing, rather than stripping children of their right to a free and appropriate education in the least restrictive environment (LRE) as mandated by the Individuals with Disabilities Education Act (IDEA). Segregating children with disabilities is the most extreme form of restriction.
Even though my children do not attend school in Alabama, this conversation hits close to home. I frequently encounter people who worry that children with disabilities will disrupt classrooms or hinder the learning of their peers. Such comments reveal a fundamental misunderstanding of Individualized Education Plans (IEPs) and the support systems available for children with disabilities.
Let’s dispel some myths:
- Children with disabilities will disrupt the classroom. While it’s true that some children may exhibit disruptive behaviors, so can any child. Most disruptive behaviors are managed with built-in supports. Moreover, it’s a gross generalization to label all children with disabilities as “disruptive.” Many are well-behaved and contribute positively to their learning environment.
- Kids with disabilities will “hold back” their peers. Children with disabilities have IEPs that outline their specific academic goals. While the rest of the class may be learning multiplication, a special education teacher can work with my child on simpler addition, allowing everyone to progress without anyone being “held back.” Research indicates that inclusive education benefits all students, not just those with disabilities.
When parents advocate for inclusion, it’s because we recognize that it enriches the educational experience for everyone. Our children’s right to an education is something we will tirelessly champion. Suggestions to segregate our children for the sake of improving test scores are not only offensive but also overlook the intricacies of special education.
At the end of the last school year, both my daughter’s general and special education teachers walked her to our car, tears in their eyes as they said goodbye. They could attest to the positive impact she had on her classmates and the overall learning atmosphere.
Children with disabilities share the same humanity as their peers. They deserve an education, and as parents, we will continue to advocate for their rightful place in the classroom.
This content was inspired by discussions surrounding the challenges of inclusive education and the need for more understanding and support for children with disabilities. For more insights on related topics, you can check out this blog post. Also, for resources on home insemination, Cryobaby at Home Insemination Kit is a great authority. For further information on special education, this resource offers valuable guidance.
In summary, all children, regardless of ability, have the right to a quality education in a supportive environment. Advocating for inclusion is not just about our children; it’s about creating a better, more equitable educational system for everyone.