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Everyone Together: Local Group Promoting
‘Inclusion'
Students with disabilities can learn from getting
experience in a traditional classroom setting, a speaker says.
by Cynthia Remnarace, Monroe News Online, October 9,
2003
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https://www.bridges4kids.org.
An expert in educating children with disabilities told a crowd
of teachers, parents and therapists Wednesday that just because
a child has different academic needs doesn't mean he needs to be
sheltered from other students.
Dr. Jill England, an authority on inclusive education, told the
crowd of 40 at Monroe Middle School that when a child with
handicaps is kept in a traditional classroom setting, everyone
benefits.
"When students are included in regular education, the typical
kids do better," Dr. England said. "In a co-taught class, where
there were students with disabilities, students scored an
average of 30 points higher on state proficiency exams."
The philosophy is called "inclusion," and is being touted by
Monroe Everyone Together. The group was started by parents of
children with disabilities who want their children to have a
traditional school experience.
"We talked about our dreams for our kids," said Beth Kohler, a
Monroe Everyone Together founding member whose son is
handicapped. "It was for them not to go to a special school on a
special bus. For us, it's not just about inclusive schools, but
inclusive communities."
The inclusion model guarantees that the civil rights of children
with disabilities are protected as well.
"People with disabilities are the only segment of the population
for whom segregation is accepted," said Carolyn Das, parent
coordinator for Every-one Together, the statewide organization.
Inclusion works by taking a child with handicaps and placing him
in a typical classroom. That child has an Individual Educational
Plan (IEP) that lists his academic goals and what is recommended
for him to reach them. He may need a speech therapist, or a
paraprofessional.
"In inclusion education you still do one-on-one, but you don't
take him down the hall to the speech therapist to do it," Dr.
England said.
Instead, depending on what lesson is being taught at what time
of the day, necessary specialists are brought into the classroom
to co-teach.
Assignments for the child with special needs are modified.
Lauri Stein, also a parent coordinator for Everyone Together,
explained what is done with her son, Gene, who is in a
mainstream eighth-grade class.
For a science project, the class was told to collect 18
different bugs and arrange them by family. Gene has Down's
syndrome and autism and communication is a challenge.
To modify his assignment, the teacher asked that Gene collect
nine bugs instead of 18. Instead of classifying them by family,
he was told to determine which ones have wings and which don't.
Writing is difficult for Gene, so instead he used the computer
to type out labels for his display.
"He had something to turn in when the other kids turned in their
assignments," Ms. Stein said.
Thomas Koepke, assistant superintendent for special education at
the Monroe County Intermediate School District, said the
inclusion model is already in use locally.
"We share the same vision that children should be included," Dr.
Koepke said. "But there are parental preferences. We try to
create opportunities for everybody. We have as many parents
demanding special services in a small classroom setting. It
comes down to what is appropriate for the child."
Any child with any level of disability can be mainstreamed, Ms.
Stein said. Getting parents to understand the benefits of
inclusion is one of Everyone Together's missions.
"I truly believe that if most parents knew their children could
benefit, that they could learn in an inclusive environment,
they'd want it. We think that inclusion in the community leads
to inclusion in adulthood."
All children, all together, all the time. It just makes
sense! JDI
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