In a recent incident at Maplewood High School in Maplewood, Wisconsin, the names of students with disabilities were omitted from the graduation ceremony program. A representative from the district explained to local media that this decision stemmed from a policy aimed at protecting the eligibility of these students for a transitional program available to those aged 18 to 21. This transitional program serves students with individualized education plans (IEPs) who may not earn a traditional high school diploma but are allowed to remain in school until they are 21 or 22.
During these transitional years, students are not merely repeating high school; they engage in life skills development and job training while fulfilling their coursework to obtain certificates. Following the incident, the school district consulted the Department of Public Instruction and discovered that including the names of students with disabilities would not affect their eligibility for this crucial program. Consequently, they revised their policy and reprinted the graduation program.
While these changes are commendable, the initial exclusion of students with disabilities is disheartening. This particular district has a history of omitting these names from graduation programs, and it raises concerns about why no one thought to inquire about the implications of such exclusions until now. It is troubling that the oversight went unnoticed for so long and that educators did not recognize the significance of including all students in these ceremonies.
The incident at Maplewood High is not an isolated case; students with disabilities frequently encounter exclusion throughout their educational journeys. For instance, in previous years, children with disabilities have been left out of yearbooks, denied the opportunity to walk with their graduating class, and even seated apart from their peers during ceremonies. Moreover, field trips have been inaccessible for many students due to a lack of accommodations.
This pattern of exclusion reflects a broader societal issue. Negative perceptions regarding disabilities are deeply ingrained, often unnoticed, leading to situations where the omission of students with disabilities from significant events like graduation is seen as a benign oversight. It underscores the urgent need for schools to foster an inclusive environment that values all students equally, regardless of their abilities.
As advocates for our children, we must remain vigilant and proactive in ensuring they receive the recognition they deserve. We will continue to fight for change until no child with a disability feels overlooked again. If your child is approaching graduation in the coming years, consider asking the following questions to ensure their inclusion:
- Will my child be recognized as a senior alongside their classmates?
- Will my child have the opportunity to walk with their graduating class?
- Will my child’s photo be featured in the yearbook?
- Will my child’s name be included in the graduation program?
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In summary, the omission of students with disabilities from graduation programs represents a critical gap in our educational system that needs immediate attention. By advocating for inclusive practices, we can help ensure that all students are recognized and valued equally.