Inclusive Education: Right For Some
by Bernard Rimland, Ph.D.
Is there the parent of an autistic child who wouldn't be delighted beyond words if the child would simply blend smoothly into a regular classroom? That is a dream we all share. For a few, the dream becomes a reality. Over the years I have heard from a number of parents who have shared with us their joy, their pride and their good fortune: "Billy has been included in a regular classroom! He is having a hard time adjusting, but he is making it!" But, for every parent whose child "makes it," there are many more who are not so fortunate.
Much as my wife and I would like to have our autistic son Mark be able to cope successfully in a normal school, it is very clear to us that he could not have done so. He has come along much farther than we ever dared hope, and we are quite confident it is because he was always in special classes, taught by experienced, skilled, caring teachers, exhibiting monumental patience, who had gone to great lengths to train themselves in methods which would help Mark and children like him achieve their full potential.
If a child can be effectively "included," he probably should be. Lovaas got excellent results by mainstreaming the most successful of his early intervention group, but only after intensive training. But there is a difference between inclusion and overinclusion.
If your child functions far below the normal child intellectually, academically, and socially, does it make sense to insist that he or she be "included" in a regular classroom? Certainly not, in my view, and in the view of many, if not the vast majority, of parents of autistic children.
Today special schools and special classes for autistic children are under heavy attack by people promoting "full inclusion." What is full inclusion? Full inclusion means abolishing the special educational provisions that are vitally important to autistic children.
Unfortunately, many professionals and parents have adopted the ideology that full inclusion is the only option that should be made available for any child, irrespective of how inappropriate it may be for that child, and irrespective of the wishes of the parents of that child. What is worse, these people have managed to sway legislative and educational policy so that other options are prohibited. A quarter of a century ago those of us who pioneered public education for autistic children struggled long and hard to compel the educational system to provide things that we knew were necessary to the appropriate education of our children. This included, first and foremost, teachers who were trained in the techniques of behavior modification and who understood the peculiarities of autistic children.
In the last issue of the ARRI we published a small article titled "Full inclusion: the right choice?" Our article was based on a report by Simpson and Sasso in which they noted that there was no empirical evidence showing that full inclusion was beneficial. It seems that the full inclusion movement has been so quickly bought by the educational establishment that those who believe that a full range of options should be available have not had time to organize any meaningful opposition. We received many letters and calls of thanks from parents who were pleased to see that were addressing this issue.
Several years ago I received an urgent plea for help from a group of parents in Michigan whose children attended the Burger Center for Autistic Children. I was invited to speak there and made a tour of the facility. I was impressed. The staff were obviously very much involved with autism, the teaching of autistic children and all the details of autism. They communicated with each other with ideas and suggestions and enthusiasm that won my admiration. They certainly had the support of the parent group. The problem was that full inclusion was being heavily promoted in Michigan, and rational and efficient programs like the Burger School program for autism were in dire threat of being closed down.
Wednesday, February 17, 2016
Thursday, May 21, 2015
Do I Have to Pick Up My Child with Special Needs Every Time the School Calls?
Do I Have to Pick Up My Child with Special Needs Every Time the School Calls?
When your house telephone or cell phone rings between the
hours of 8:00am-4:00pm on school days, does a feeling of panic or dread
overcome you, believing that your child’s school is calling? If you
answered yes, then you are not alone. That time, when our special needs
children are in school, and out of our sight, makes our imaginations run
rampant. Seeing the name of the school on the Caller ID, makes our
heart stop, and sets our imaginations into overdrive.
Many times the reason for the call is to come collect our child with
special needs because he/she is requesting to leave, the school doesn’t
feel like dealing with them, or he/she doesn’t want to do the
assignments.
Working and non-working parents alike are forced to scurry to school
in the middle of the day to pick up children for issues that the school
could have typically handled internally. These repeated pick-up calls
beg the question as to whether the school can legally require parents to
come get their special needs children before the school day concludes.
Further, suspension should always be a last resort. The schools should
always try different interventions to help your child before resorting
to a suspension.
your child because of behavioral issues is whether he/she has been
suspended. If he/she has not been officially suspended then he/she
cannot be removed from the school by the administration.
The school, when they call you for a pick-up, in essence, is
requesting that you voluntarily take your child home when there is a
behavioral situation that doesn’t warrant suspension. Schools are
required to provide your child with the necessary supports to benefit
his/her education, and schools must find a way to deal with your child’s
behavior.
If behavior is an on-going issue, then discussions must be had to
find the proper placement for the child. Schools cannot give you
conditions of attendance or even mention or suggest the use of
medication for your child.
persist, the school needs to meet with the parents and IEP Team and
determine the best course of action. School is challenging for special
education students and some would rather be at home than school. These
students quickly learn the behaviors that will get them to be picked up
early and will effectuate those behaviors more frequently.
children. Calling parents for early pick-up is a quick route for schools
not wanting to deal with the underlying issues and causes. School
personnel and professionals have far superior training in dealing with
behavioral issues stemming from disabilities than most parents do. That
is why school is the best place for your child during the school day.
student’s school day be a minimum amount of hours per day, per year.
Under federal and state law, disabled students must be afforded the
same opportunity to participate in and benefit from instruction and
other education-related services that are equal to those provided to
nondisabled students. The ironic part is that the school day is being
routinely shortened for students who can least afford it.
called and you are happy to extricate your child that day from a very
precarious position. Once in a while is fine. Daily, weekly, and/or
monthly calls are not acceptable. When you get the phone call from the
school requesting you pick up your child, immediately ask:
are not required to come running to the school. You are not being
callous or un-caring, you merely want your child to be educated like all
the other students in the building.
disabled students. “Packing up” disabled students early, before school
is dismissed, deprives them of educational benefit and allows for them
to be treated differently than nondisabled students.
There is no basis for shortening the day of an entire classroom of disabled students. When I use the term “early” I do not mean five minutes, it is typically 30-60 minutes early.
Your child is the consumer, don’t let he/she be deprived of valuable
education time because its more convenient to get them packed up early.
administration or IEP team, with no resolve, your next plan of action
should be to file a state or federal complaint.
hours of 8:00am-4:00pm on school days, does a feeling of panic or dread
overcome you, believing that your child’s school is calling? If you
answered yes, then you are not alone. That time, when our special needs
children are in school, and out of our sight, makes our imaginations run
rampant. Seeing the name of the school on the Caller ID, makes our
heart stop, and sets our imaginations into overdrive.
Many times the reason for the call is to come collect our child with
special needs because he/she is requesting to leave, the school doesn’t
feel like dealing with them, or he/she doesn’t want to do the
assignments.
Working and non-working parents alike are forced to scurry to school
in the middle of the day to pick up children for issues that the school
could have typically handled internally. These repeated pick-up calls
beg the question as to whether the school can legally require parents to
come get their special needs children before the school day concludes.
It Depends on the Situation
The short answer to the aforementioned question is it depends on the situation. Your child has the right to attend school. Students can only be kept away from school if they have been officially suspended.Further, suspension should always be a last resort. The schools should
always try different interventions to help your child before resorting
to a suspension.
Question #1: Has he or she been suspended?
The first question to ask when you have been requested to pick upyour child because of behavioral issues is whether he/she has been
suspended. If he/she has not been officially suspended then he/she
cannot be removed from the school by the administration.
The school, when they call you for a pick-up, in essence, is
requesting that you voluntarily take your child home when there is a
behavioral situation that doesn’t warrant suspension. Schools are
required to provide your child with the necessary supports to benefit
his/her education, and schools must find a way to deal with your child’s
behavior.
If behavior is an on-going issue, then discussions must be had to
find the proper placement for the child. Schools cannot give you
conditions of attendance or even mention or suggest the use of
medication for your child.
A meeting is required
Again, if behavioral issues related to the disability continue topersist, the school needs to meet with the parents and IEP Team and
determine the best course of action. School is challenging for special
education students and some would rather be at home than school. These
students quickly learn the behaviors that will get them to be picked up
early and will effectuate those behaviors more frequently.
School is the best place
The best place for a child is in a school setting with otherchildren. Calling parents for early pick-up is a quick route for schools
not wanting to deal with the underlying issues and causes. School
personnel and professionals have far superior training in dealing with
behavioral issues stemming from disabilities than most parents do. That
is why school is the best place for your child during the school day.
Federal and State Law Requirements
Most states have enacted laws or regulations requiring that eachstudent’s school day be a minimum amount of hours per day, per year.
Under federal and state law, disabled students must be afforded the
same opportunity to participate in and benefit from instruction and
other education-related services that are equal to those provided to
nondisabled students. The ironic part is that the school day is being
routinely shortened for students who can least afford it.
The 2 Big Questions to Ask
There are obviously certain situations where you are glad the schoolcalled and you are happy to extricate your child that day from a very
precarious position. Once in a while is fine. Daily, weekly, and/or
monthly calls are not acceptable. When you get the phone call from the
school requesting you pick up your child, immediately ask:
- Is he/she being suspended?
- Has he/she been physically injured or harmed?
are not required to come running to the school. You are not being
callous or un-caring, you merely want your child to be educated like all
the other students in the building.
Early Dismissal
Schools in the past have been cited for the early dismissal ofdisabled students. “Packing up” disabled students early, before school
is dismissed, deprives them of educational benefit and allows for them
to be treated differently than nondisabled students.
There is no basis for shortening the day of an entire classroom of disabled students. When I use the term “early” I do not mean five minutes, it is typically 30-60 minutes early.
Your child is the consumer, don’t let he/she be deprived of valuable
education time because its more convenient to get them packed up early.
Needs still not being Met?
If you have attempted to discuss these concerns with your school’sadministration or IEP team, with no resolve, your next plan of action
should be to file a state or federal complaint.
Wednesday, May 20, 2015
Tuesday, April 7, 2015
He Was Getting Prepared To Defend His Autistic Son, Until The Man In Front Said This.
He Was Getting Prepared To Defend His Autistic Son, Until The Man In Front Said This.
To my utter shame, I found myself losing my temper at my own son. I was embarrassed, and angry, and frustrated, and felt cheated by God for not being able to enjoy a normal vacation with our family because of this damn affliction of my son. And then I realized I was close to losing it too.
To my utter shame, I found myself losing my temper at my own son. I was embarrassed, and angry, and frustrated, and felt cheated by God for not being able to enjoy a normal vacation with our family because of this damn affliction of my son. And then I realized I was close to losing it too.
I started to wonder what life would be like without having to deal with this cross.
And just as the reactions by the other passengers was becoming most intense, a man seated just in front of me turned around to face me.
I braced myself for his onslaught of advice on how to raise a well-behaved child.
Then he said calmly, "Is he alright?"
I said, "He's autistic."
Then the man said, "It's alright." And he smiled.
Monday, April 6, 2015
Thursday, December 11, 2014
Healthcare Transition Study
Hello families,
We want to thank your family for being a valuable part of
autism research studies in the past. As such, we wanted to let you know
of another study that may be of interest to you.
We will be hosting a Healthcare Transition Study on
Saturday January 31st in Liberty MO. Here are the details:
·
Families of youth ages 16-25 with an autism
spectrum diagnosis
·
One parent or Caregiver will meet in a small
focus group to share thoughts as to what families need to prepare for health
related independence-
·
Your child will participate in an individual
interview to share thoughts of their goals and what they feel is needed to
achieve them
·
Caregiver may participate even if youth is
unable- and vice-versa
·
One visit only- caregiver focus group lasts
about 2 hours, youth interview 45 minutes to 1 hour.
·
Caregivers receive $20 cash for participating,
and Youth would also receive $20 cash for participating
The when and where:
Saturday January 31st
Autism Works, 915 East County Road H, Liberty Mo
You may choose from 2 different
sessions:
10:00am-noon, or 1:00pm-3pm
Space is limited – so please let me know right away if you
would be interested in assisting with this important study!
Have a wonderful and blessed holiday.
Jill
Jill Akers, LPN
Recruitment
Coordinator
Research Core
Thompson Center
for Autism & Neurodevelopmental Disorders
University of
Missouri
205 Portland
Street, Columbia, MO 65211
Phone:
573-884-6092 | thompsoncenter.missouri.edu
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