As a parent of two kids with disabilities, I find myself utterly exhausted. Exhausted from having to justify my daughter’s existence, who has Down syndrome, and now weary of defending the right for my children to be included in the classroom.
Recently, a video from a school board meeting featuring Alabama State Board of Education member, Maria Jones, sparked outrage among parents. In it, Jones questioned whether students with disabilities could be removed from their schools and placed in a separate “academy.” “Is it illegal for us to create an academy focused on special education so our already low scores aren’t affected by special-ed test scores?” she inquired, as if segregating children with disabilities is a viable fix for Alabama’s struggling test scores.
In response, over 62,000 parents have signed a petition demanding Jones’ removal from the board. The frustration among these parents, myself included, stems from the apparent lack of understanding about special education laws and the belief that children with disabilities should be educated separately rather than integrated into classrooms. I thought these discussions were confined to the past, but here we are again.
The Alabama State Board of Education should focus on the flaws inherent in testing rather than consider denying children their fundamental 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 represents the most restrictive educational setting possible.
Even though my kids aren’t enrolled in schools in Alabama, this debate feels deeply personal. I’ve encountered numerous individuals who express concerns that children with disabilities might disrupt the learning process or “hold back” their peers. These sentiments come from a clear misunderstanding of individualized education plans (IEPs) and the supports that exist for children with disabilities.
Let’s clear up some common misconceptions:
- Children with disabilities will disrupt the classroom. While some children with disabilities may exhibit disruptive behaviors (just like any other kids), many have built-in supports to assist them as needed. It’s a sweeping generalization to label all children with disabilities as “disruptive.” In fact, many are well-mannered and contribute positively to the classroom environment.
- Kids with disabilities will “hold back” their typical peers. Most children with disabilities have IEPs that outline their unique academic goals. So while little Timmy and his classmates tackle multiplication, a special education teacher is working with my child on foundational skills like addition. This allows the class to proceed without interruption; my child isn’t holding anyone back. That’s the very essence of an IEP—it facilitates learning at an individual pace.
Research indicates that inclusive education benefits not only children with disabilities but also their typically developing classmates. When parents advocate for inclusion, it’s because we recognize its advantages for everyone involved and understand that our children have a right to an education.
As parents, we are relentless in our pursuit of a quality education for our children. Suggestions that we isolate our kids to improve test scores are not only insulting but also overlook the complexities of special education.
At the end of the last school year, both my daughter’s regular and special education teachers walked her to our car, tears in their eyes as they bid her farewell. They acknowledged the many ways she enriched the classroom and enhanced the learning experience for everyone around her.
Children with disabilities possess the same humanity as their peers and deserve equal access to education. We will continue to fight for their rightful place in the classroom.
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In summary, the conversation around education must prioritize inclusion and understanding, rather than segregation and outdated beliefs about children with disabilities. The fight for their rights will continue.