Education Week - May 8, 2019 - 24

COMMENTARY

18
THE ENDURING RELEVANCE
OF HOLOCAUST EDUCATION

19
HOW TO SOLVE OUR MATH
WORKSHEET PROBLEM

20
LETTERS TO THE EDITOR

What Students With Disabilities Deserve

S

By Hannah Grieco

tudents with disabilities face
substantially increased rates
of abuse and restraint in
schools. As an education and
disability advocate seeking to
change that, I frequently encounter well-meaning arguments for separating higherneeds students from the general population.
Many parents and teachers express sympathy, yet also a desire to keep certain
groups of students away from the general
population for a variety of reasons.
"Is mainstreaming special needs kids a
good idea if it prevents the other kids from
learning?"
"And what were the 20-something other
kids in the room doing
when the teacher was
spending most of her
time attending to your
special-needs child?"
"It's too bad the other
children are the ones
who lose out when special-needs kids are mainstreamed. This story is
all well and good, but it
means that this woman's
child got way more than
the other children did in
terms of support and attention."
These are the types of
comments found in parent forums and in response to articles about
autism and other disabilities in the classroom. And
they are echoed by teachers who are facing poorly
integrated classrooms
with strong behavior
challenges. Resistance to
inclusion itself as a practice remains entrenched.
Many teachers and
parents do not know the
pedagogy behind inclusive instruction. Inclusion is not about throwing disabled children into
general education classrooms without support or
tools and leaving teachers to clean up the
resultant chaos. Schools don't meet anyone's
needs when they integrate thoughtlessly.
They also do not meet the legal requirements defined by the Individuals with Disabilities Education Act, which guarantees
all children the right to free appropriate
public education. That includes education
for disabled students in the least-restrictive
environment possible-not segregated and
sequestered away from their peers.
It might be less convenient at first for
teachers and students (and parents) to learn
about and embrace the disabled student
populations at their schools. But there is no
inherent right to be free from inconvenience.
Perhaps it's time to look more closely at why
we as educators and parents are demanding

that to begin with.
Inclusion, by definition, involves carefully
assessing a child's needs and then implementing a strategic plan to support that
child within the general classroom setting.
This is done by a special education team,
rather than one general education teacher.
The team offers options such as teacher
training, team-teaching, pushed-in special
education instruction, classroom accommodations (a standing desk, computer workstation, etc.), an interpreter, or a classroom
assistant added to the room for portions of
the day.
My son is autistic, and he has an assistant
in his mainstream classroom to support him
and several other students as needed. The
rest of my son's accommodations rarely affect his classmates at all. He uses a keyboard

to write, he meets with the school counselor
when he's overwhelmed, and he has socialskills mentoring. The staff at his school
meets and works together, mainstreaming
children of all abilities. Test scores and academic achievement remain strong, even with
a push-in of students from a countywide
behavioral program for students with significant emotional disabilities. The general
education students are doing great!
Cost is frequently at the heart of arguments
against inclusion. It does take money to adequately support special needs students in
mainstream classrooms, of course. It costs significantly less to push an assistant in and offer
training, however, than to create a separate
classroom with a special education teacher or
place a child in a specialized private school.

24 | EDUCATION WEEK | May 8, 2019 | www.edweek.org/go/commentary

"

better on standardized tests when they are
educated in the same classroom environment as their disabled peers. Classrooms
that have several unsupported students
with severe behavioral disabilities are the
exception. But diagnoses like this are rare,
and added supports for those students seems
to be key.
When supported and given adequate training and tools, teachers in inclusive classrooms understand and instruct a variety of
learners, individualizing instruction to meet
the needs of all learners better. Students
have varied needs and strengths, whether
disabled or not. Teachers in inclusion settings learn to address this and teach better
because of it.
Empathy-which cannot be measured
quantitatively-matters, too. How children
view peers who look and
learn differently from
themselves is also a consideration as they grow
to adulthood and become
members of their communities, and as they
live and work alongside
a diverse array of citizens. It's a critical factor
in whether communities
and workplaces are able
to function and thrive.
Finally, and most importantly, disabled students can achieve. Their
talents and gifts are varied, as are the talents and
gifts of all students. They
are legally entitled to an
appropriate public education, but they also have so
much to offer their nondisabled peers, teachers,
and schools.
Inclusion works when
educators collaborate, get
the support they need,
and believe in the value of
all students. It's time for
schools and teachers to
reevaluate their long-held
biases, and it's time to address the initial financial
investment required for
Anthony Russo for Education Week
training and staffing. It's
also the law.
The cost of time is more significant. IncluInclusion is the least expensive, most
sion requires teachers, schools, and entire effective method of teaching students. It
school systems to commit to the model. It starts from the top, with administrators
requires training and a general overhaul in making this a priority. When administraperspective-about the role of education and tors model inclusivity and support teachthe inherent value of each child and his or ers in its implementation, the entire school
her learning experience-disabled or not.
(and school system) culture changes. Test
However, inclusion is best practice for dis- scores are rarely negatively impacted and
abled and non-disabled students alike. Stud- often go up. More importantly, children beies show that when inclusion is done well, come better citizens.
the whole class benefits. It doesn't take away
Inclusion is best practice. It is also, quite
from one group to focus on another-quite simply, the right way to teach. n
the opposite. It enhances the ability of nondisabled kids to cooperate, work together, HANNAH GRIECO is an education and disability
understand and value different perspectives, advocate, certified PK-6 teacher, and freelance
think critically, and even test well.
writer. She works with parents, teachers, and
Yes, research indicates that a majority of community groups to support children who have
general education students test the same or unique needs.

Inclusion works
when educators
collaborate, get the
support they need,
and believe in the
value of all students."


http://www.edweek.org/go/commentary

Education Week - May 8, 2019

Table of Contents for the Digital Edition of Education Week - May 8, 2019

Education Week - May 8, 2019
CITIZEN Z: How Schools Undercut Their Own Civics Lessons
A Slow Build for Reporting On ESSA Data
The Battle Over Who Gets Into Elite Public Schools
News in Brief
Report Roundup
Girls Outshine Boys on Test of Tech, Engineering Skills
Career-Tech Ed Drawing Higher Achievers, College Goers
House Democrats Seek $4.4 Billion Ed. Dept. Increase
Trump Meets With Teacher Honorees, Even as Two Boycott
Lindsay J. Friedman: The Enduring Relevance of Holocaust Education
Kathy Liu Sun: How to Solve Our Math Worksheet Problem
Letters
TopSchoolJobs Recruitment Marketplace
Education Week - May 8, 2019 - The Battle Over Who Gets Into Elite Public Schools
Education Week - May 8, 2019 - 2
Education Week - May 8, 2019 - 3
Education Week - May 8, 2019 - Report Roundup
Education Week - May 8, 2019 - 5
Education Week - May 8, 2019 - Girls Outshine Boys on Test of Tech, Engineering Skills
Education Week - May 8, 2019 - Career-Tech Ed Drawing Higher Achievers, College Goers
Education Week - May 8, 2019 - 8
Education Week - May 8, 2019 - 9
Education Week - May 8, 2019 - 10
Education Week - May 8, 2019 - 11
Education Week - May 8, 2019 - 12
Education Week - May 8, 2019 - 13
Education Week - May 8, 2019 - House Democrats Seek $4.4 Billion Ed. Dept. Increase
Education Week - May 8, 2019 - Trump Meets With Teacher Honorees, Even as Two Boycott
Education Week - May 8, 2019 - 16
Education Week - May 8, 2019 - 17
Education Week - May 8, 2019 - Lindsay J. Friedman: The Enduring Relevance of Holocaust Education
Education Week - May 8, 2019 - 19
Education Week - May 8, 2019 - Letters
Education Week - May 8, 2019 - TopSchoolJobs Recruitment Marketplace
Education Week - May 8, 2019 - 22
Education Week - May 8, 2019 - 23
Education Week - May 8, 2019 - 24
Education Week - May 8, 2019 - CW1
Education Week - May 8, 2019 - CW2
Education Week - May 8, 2019 - CW3
Education Week - May 8, 2019 - CW4
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