Letter to the Editor: Board Statements About Special Education Discriminatory

"A civilization’s greatness is measured by how it treats its weakest members.” 
- Ghandi

I am saddened and distressed with the comments and attitude that I observed while attending the last school board meeting dealing with redistricting our schools. While reviewing the proposal, a couple of the board members repeatedly singled out special education programs and services. Every few minutes, the question of how many “specials” (special education classes) are there was asked, followed by comments about just moving those as if the children affected by those moves were irrelevant. For a moment, I wondered if we had traveled back in time and Jim Crow laws were still in place. Imagine replacing “specials” with “blacks” and contemplate what the reaction would have been. In my opinion, statements by the board have portrayed a decidedly discriminatory attitude toward our children with special needs.

There are multiple types of special programs offered in this district, even for children with various special needs.  At Churchill we have two ISP classrooms which service children in grades 2-5.  These children are heavily integrated in General Education classrooms, and receive instructional skills (ie math and reading) and service minutes for speech and occupational therapy as directed by their individualized plan in their classroom. These children are far more typical than special. They walk, talk, read, write and are just as social as typical children.

Federal law requires that our children with special needs are to be educated in the least restrictive environment which is defined as one in which the child spends as much time as possible with his or her non disabled peers. Furthermore, studies have shown that typical children who have had special education programs in their classes and schools have had extremely positive experiences. Parents report that they preferred having their children in classes that included children with disabilities. These same parents revealed that the impact of having these children in classes and school with them was increased personal development and an improved sense of self-worth. Specific gains by those children involved include social cognition, i.e., awareness of other children’s needs, prosocial and personal characteristics and greater acceptance of human diversity. Truly, every school in the district should have at least one class./program located there.

Our families and children with special needs should no longer be treated as disposable commodities to be moved at the whim of administration and the board. They deserve the same consideration as everyone, if not more. Changes in routine effect these children far more than they do typical children. Stability, routine and inclusion are the lynch pins to successful fulfillment of their IEPs and their successful transition to productive members of society.

In essence, all of the arguments that have been put forth by other communities for consideration apply to the special needs children at Churchill, and are even more critical to this population.

Neighborhood Schools ~ Most of the children with special needs at Churchill Elementary that are at risk of being displaced are located in the neighborhood where the school was constructed. In fact, many of them can actually see the school from their home. We, as parents, chose to purchase our home here specifically because the school was located in the neighborhood. We realized how important a close sense of community is to our children and wished to provide the most stable environment possible for them.

Community ~ As a part of district 308, we are all essentially a part of the same community and any moves will impact us all, although not to the same degree. Churchill Elementary is already overcrowded. Moving a handful of children in 2 classes will provide little, if any, relief to the already crowded school, especially given that they are being moved so that a greater number of typical children can remain at the school.

Social ~ I have heard many arguments about the friendships, closeness and relationships that have been established within the various schools, and how being moved will damage those children being moved. If those typical children will have an increase in behavioral problems, difficulty making new friends and adjusting to a new routine, imagine the increased impact on children with special needs. It would be ten times worse for children with special needs. These children’s differences are viewed first which makes it inherently more difficult for them to cultivate friendships and peer relationships. Added to this, the special needs children don’t have the numbers that a large group of children moving schools would have. These children will be sent essentially alone and isolated while others would have an entire group of friends who will be transitioning with them to make it easier. The sense of loss and separation would be made even more severe due to the fact that many of these children will also be separated from their siblings. Many of the Churchill special needs children have siblings who attend the same school. Separating siblings like this would put an undue amount of stress on families. Also, these children have close groups of neighbors that act as a complex support system for them. All of these factors put these children at a greater disadvantage than any of the other children slated to be relocated in the proposed plan.

Financial Impact ~ Contrary to popular belief, all special needs children are not bussed, In fact, most of the children that you are seeking to relocate from Churchill Elementary actually walk to school or are transported by a parent on a daily basis. This saves the district a considerable amount of money considering that it costs more to transport children with special needs due to regulations enforced by law. 
Also for consideration, is the financial impact of removing some services that are housed in these special classrooms. Things such as speech therapy are housed in these rooms, but are offered to more than just those children in special needs classrooms. These services will still have to be provided and costs will likely increase because efficiency will be reduced with the removal of these classes. 
Lastly, many parents will exercise their right to least restrictive education and keep their children at Churchill. The district should consider the impact of providing these services on an individual basis rather than in the classroom. The district will be required by law to accommodate these children and provide everything necessary to successfully fulfill their IEP goals.

Children with special needs face unparalleled struggles in their daily lives without situations being needlessly made worse by those who are charged with the obligation to do what is best for them,. We fight intolerance, discrimination and ridicule with heads held high and a smile on our face. So many people judge and make assumptions based on stereotypes and ignorance. Our children are special and do learn differently and at a different pace, but it doesn’t mean that they are incapable. They are deserving of the same consideration as everyone else. These children have a right to be educated with their neighbors and siblings, and they don’t deserve to be treated as second class citizens. They are capable of unimaginable things that are only possible when we nurture them and believe in them. One of the most brilliant minds of our time would have been lost if people hadn’t believed and made an effort to include those who are special. Steven Hawking couldn’t walk or communicate by traditional educational “standards”, but look what he can and has done; look at the brilliance hidden within. We shouldn’t be looking to isolate and ostracize these children, but include and nurture them.

As Robert Frost wrote, two roads diverged in a wood and I, I took the one less travelled by, and that has made all the difference. The board has choices to make, and those choices and mandates will make all the difference.. I suggest they search their hearts and souls and ask themselves if they doing the right thing for ALL the children they are supposed to be representing.

Stacie Clark, Oswego