I recall 20 plus years ago when I was getting my graduate
degree in Special Education and a buddy of mine getting his degree in
elementary education told me that his father, a school principal, said that I
probably shouldn't waste my time getting a masters in Special Education. He
said that Special Education would be eventually fading out of public education.
I was almost done with my masters at this point so I figured I would have to
take my chances with it, besides what other choice did I have anyways at that
point?
I got a Special Education job and taught for about 10 year.
There were a lot of ups and downs over those 10 years, and eventually I decided
that I wanted a change so I got certified and switched over to high school
history. At this point in my career I remembered what my friend had said a
decade ago and wondered if I was ahead of the curve on schools no longer
needing special education teachers, even though it was 10 years later. I
wondered if my job was now safe in my new-found home in the history department.
Well, I loved teaching history, but life has its own funny
ways that aren't aligned to us and what we want, so after a decade of teaching
history I personally got a first class education on budget cuts and my job was
eliminated. Thankfully, I landed on my feet back in Special Education, believe
it or not.
It had been more than two decades since my old graduate
school buddy told me that the need for special education teachers was
disappearing. During the previous two decades my friend had gone from graduate
school to elementary school teacher to assistant principal to principal, just
like his father had done. I had gone from graduate school to special education
teacher to history teacher to back to special education teacher, like nobody
else that I know had done. And believe it or not there was still a bunch of special
education jobs available when I landed there for a second time. As a matter of
fact, there was actually plenty of jobs there because there is a shortage of
special education teachers in 49 out of our 50 states. Imagine that... Two
decades after I was told that Special Education was going away, and I find that
they still can't seem to get enough special education teachers.
Fast-forward a few more years to today and there is a new
and interesting twist affecting Special Education called full inclusion. Now
inclusion isn't a new thing to our schools. As a matter of fact inclusion has a
long interesting history in our schools.
Six decades ago there was the Supreme Court Case of Brown v.
Board of Education. In 1954 the new law of the land became integrated schools
for all races. Four decades ago the ground-breaking law of Individuals with
Disabilities Education Act (IDEA) began to take effect and help ensure that
more than six million students with disabilities have the right to a free and
appropriate education, which means they too get to be included in with the
general education population.
To help this happen schools create a Planning and Placement
Team (PPT) that meet and discuss a student's Individual Education Program (IEP)
and then place the student in the appropriate educational setting based on the
student's needs and the law. The placement also needs to be the least
restrictive environment (LRE). I can still remember my college professor
describing the least restrictive environment in a short story that one would
not bring a machine gun to take care of a fly. Rather, one would just bring a
fly-swatter to take care of a fly. In other words, if a kid's disability can be
dealt with in the neighborhood school, then the kid doesn't have to be sent across
town or even to another town's special school.
Today, many schools are trying to improve on this inclusion
model and least restrictive environment by going from a partial to a
full-inclusion model. Schools in the Los Angeles School District have moved a
vast majority of their students out of their special education centers within
the last three years and into neighborhood schools where they are fully
integrated into elective classes like physical education, gardening and
cooking. They are also integrated into regular main stream academic classes as
well, but it's usually not to the same degree as electives.
Michigan schools say that want to break down the walls
between general education and Special Education creating a system in which
students will get more help when they need it, and that support doesn't need to
be in a separate special education classroom.
Some school districts in Portland, Oregon are a little
further along than the Los Angeles schools that are just bringing special
education students back from special schools and Michigan schools that are just
beginning to try full integration of its students and eliminating most of the
special education classrooms.
Being a little further along in the process Portland makes
an interesting case study. Many of the parents who initially supported the idea
of integrating special education students into regular education classrooms in
Portland are now worried about how the Portland Public School System is doing
it. Portland is aiming for full-inclusion by the year 2020. However, some of
the teachers in Portland are saying, "Obviously the special education
students are going to fail and they are going to act out because we are not
meeting their needs... If there's not the right support there, that's not
acceptable, not only for the child, but for the general education teacher as
well."
A Portland parent said, "I would rather have my child
feel successful than for them to be 'college-ready'." She further states,
"I want my children to be good, well-rounded human beings that make the
world a better place. I don't think they necessarily need to go to college to
do that. I think that children are individuals, and when we stop treating them
as individuals, there's a problem." Sadly, many parents and teachers have
left the Portland School District, and many more are fantasizing about it
because they feel the full-inclusion model isn't working there how they
pictured it would.
How much should schools integrate the special education
students is the burning question of the hour. In my personal experience some
integration is not only possible, but it's a must. With some support many of
the special education students can be in the regular education classrooms.
A few years ago I even had a non-speaking paraplegic boy in
a wheel chair who was on a breathing respirator sitting in my regular education
social studies class. Every day his para professional and his nurse rolled him
into and sat with him. He always smiled at the tales I told of Alexander the
Great marching across 11,000 miles of territory and conquering much of the
known world at that time. By the way, Alexander the Great also practiced his
own model of inclusion by encouraging kindness to the conquered and encouraging
his soldiers to marry the captured territory's women in order to create a
lasting peace.
Other important factors to consider in special education
inclusion is the much needed socialization and the saving of money integration
offers. Kids learn from other kids and money not spent on Special Education
could be spent on general education, right? Hmm...
If you noticed, I said a little bit earlier that many
special education students could be integrated, but I did not say all or even
most should be integrated. There are just some students that are going to take
away too much of the teacher's time and attention from other students, such as,
in the case of students with severe behavior problems. When we put severe
behavior problems in regular education classes it's just outright unfair to all
of the other children in there. Similar cases could be made for other severe
disabilities too that demand too much of the main stream teacher's individual
time and attention.
Hey, I'm not saying to never try out a kid with a severe
disability in a general education setting. But what I am saying is that schools
need to have a better system of monitoring these placements and be able to
quickly remove students that aren't working out, and are taking precious
learning time away from other students. Furthermore, schools need to do this
without shaming the teacher because the teacher complained that the student
wasn't a good fit and was disrupting the educational learning process of the
other students. Leaving a kid in an inappropriate placement isn't good for any
of the parties involved. Period.
Over the last two decades I have worked with more special
education students than I can remember as a special education teacher and a
regular education teacher teaching inclusion classes. I have learned to become
extremely flexible and patient and thus have had some of the toughest and most
needy kids placed in my classes. I have worked miracles with these kids over
the years and I know that I am not the only teacher out there doing this. There
are many more out there just like me. But, what I worry about is that because
teachers are so dedicated and pulling off daily miracles in the classroom,
districts, community leaders, and politician may be pushing too hard for the
full-inclusion model thinking that the teachers will just have to figure it
out. Setting up teachers and students for failure is never a good idea.
Furthermore, I hope it's just not the money that they are
trying to save while pushing this full-inclusion model forward because what we
should really be trying to save is our children. As Fredrick Douglas said,
"It is easier to build strong children than to repair broken men."
Regardless of how the financial educational pie is sliced, the bottom line is
that the pie is just too small and our special education teachers and our
special education students shouldn't be made to pay for this.
In addition, I have been a teacher for too long to not be at
least a little skeptical when I hear the bosses say that the reason they are
pushing for the full-inclusion model is because socialization is so important.
I know it's important. But, I also know that too many people are hanging their
hats on that socialization excuse rather than education our special needs
students and providing them what they really need. I have seen special
education students whose abilities only let them draw pictures sitting in
honors classes. There is no real socialization taking place here. It just
doesn't make sense.
Well, finally coming full circle. It will be interesting to see where this full inclusion thing goes. The wise ones won't let their special education teachers go, or get rid of their classrooms. And for the school districts that do, I imagine that it won't take long before they realize the mistake they made and start hiring special education teachers back. To my friend and his now ex-principal father from all those years ago who thought special education was going away, well, we're not there yet, and to tell you the truth, I don't think we ever will be.
