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REVOLUTIONARY COMMON SENSE LIBRARY
The
TICKET |
to Inclusive Schools
Revolutionary Common Sense by Kathie Snow
www.disabilityisnatural.com
Frustrations, fights, and even lawsuits are often part and parcel of parent/educator relationships during parental efforts to achieve inclusive education. As defined in this article, inclusive ed means children with disabilities attending age-appropriate, regular ed classrooms in the neighborhood school, where students and their teachers receive the supports they need for success. And while the word “inclusion” isn’t in special ed law (IDEA-The Individuals with Disabilities Education Act), the regulations do reflect inclusive practices. Specifically, the law states, “The child’s placement is as close as possible to the child’s home . . .Unless the IEP . . . requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled . . . A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum.” (The complete text of the law is available at http://www.ed.gov/policy/speced/guid/idea/idea2004.html.)
The number of inclusive schools—schools where all children with disabilities
are included in general ed classrooms and where no segregated, special ed classrooms
exist—is miniscule. However, many educators might dispute this statement,
based on how they define inclusion. One principal told a mother that her child
was included (he was in a segregated special ed classroom) because the student
was in the same building as students who don’t have disabilities. Some
parents and educators describe the following as an inclusive placement: the
child is in a special ed resource room for most of the day, but he attends
regular ed art, PE, and/or music. We could actually call this “visitation”—the
child “visits” certain classes. The lack of consensus on the
concept of inclusion creates extraordinary friction between parents and educators.
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Typically, parents advocate for inclusion for their own child. Some are
successful for that one year, others are not. And unless the entire school
or district is already inclusive, parents who are successful one year
may need to gird their loins for another battle when the next school
year rolls around. So we’re
making progress toward inclusion from the outside, one-child-at-a-time. It’s
a worthwhile—but slow—process. The speedier solution to achieving
inclusive schools is change from the inside!
At many schools all across the country, school district policy—not IDEA—dictates
the placement and education of students with disabilities. So the way to create
systems change is to influence school policy from the inside—as a member
of the school board. Yes! I’m suggesting you run for the school board!
Before you say, “I couldn’t do that!” consider that most
school board members are people just like you: parents of students in the district
and/or concerned citizens. Yes, a few school board members may also be lawyers
or accountants who have been recruited as heavyweights. But all school board
members are “regular people” who put on their underwear like
everyone else!
As members of school boards, supporters of inclusion can make inclusion
a reality by making it policy! Think about all the policy decisions
that are generated and/or approved by school boards: which textbooks
to use, where the senior prom will be held, and everything in between.
School board policies have far more power over the daily goings-on
at schools than any federal or state laws! (Never mind the fact that
this might not be the way it’s supposed to
be; let’s deal with reality, not just theory!)
If you decide to investigate running for the school board in your
community, take it slow and learn as much as you can about the process
and the current board members. You can start by attending school
board meetings. In general, they can be pretty boring; much of the
work goes on during committee meetings and/or at closed executive
sessions. Still, you can learn a lot!
There are other ways to get your foot in the door. Ask a board member
if she will mentor you and/or help you learn more about being a school
board member, how the district operates, or anything else. (At this
point, don’t divulge
your interest in running for the school board. You need time to see who might
be potential allies and adversaries.) You can also serve on committees at the
district level, which will provide access to board members and information
about the district’s inner workings (politics!).
As you gather information, gather allies along the way. You’ll need them
when you announce your candidacy and run your campaign. In general, at no time
should you position yourself as a “special ed” candidate! People
will probably perceive that you represent a “special interest group” or
that you have a “separate agenda” which is not relevant to the
majority. In order to garner as many votes as possible, a candidate must
attract the greatest number of voters. Run on a platform of general interest.
There are always many issues to choose from: smaller class size, increased
graduation rates, improved fiscal responsibility, and so on.
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Once you’re elected, do the right things, “pay your dues,” and
play the political games to demonstrate your value and competency, and acquire
more allies along the way. Then begin educating other board members about inclusive
ed issues. You might be surprised (or maybe you won’t) that other board
members might not have a clue about kids with disabilities in your district,
or they may know only what they’ve been told by administrators. Few may
have any personal knowledge or experience. A school board member visited my
children’s inclusive elementary school one day, and happened to see my
son wheeling down the hallway. I was volunteering that day and overhead the
man say to his companion, “I didn’t know we had kids like that
in our schools.” The principal (Mike) had created an inclusive school
without the knowledge or “permission” of the school board. I once
told Mike I wanted to speak at a school board meeting to recommend that the
other two elementary schools, the middle school, and the high school in our
district adopt the inclusion model at my kids’ school. Mike replied, “We’re
doing some pretty progressive things at this school, and I’m afraid if
the school board finds out everything we’re doing, they’ll try
to make us stop.” This startling statement helped me realize how important
it is to learn about the internal politics in every school district!
In addition to being unaware of special ed issues, school
board members (like many other state and local agencies)
may not like being “told what to
do” by the Feds! And special ed law (IDEA) is, of course, a federal mandate.
So some school board members may chafe at what they perceive as the heavy hand
of federal interference. (But they don’t mind receiving federal funds!)
Your job is not to ram special ed law and inclusive ed
issues down the throats of your fellow board members, but
to help them understand how inclusive schools are better
for all kids, all teachers, and society-at-large. Instead
of presenting all the problems of traditional special ed
segregated education, present solutions for inclusive ed
that others can eagerly support.
One of the biggest perceived barriers to inclusion is funding. But
an inclusive school or district doesn’t have to cost any more than a non-inclusive
school or district! As I’ve detailed in other articles, inclusion can
be achieved through reallocation of existing resources, collaboration, a
change of attitude, and positive, dynamic leadership.
If being a school board member isn’t in the cards right now, you can
still impact school board policy by making allies of school board members
and others who have influence with policymakers. Get up close and personal
with a current school board member. Volunteer to spearhead his reelection
efforts or the election of a new board member (while informally providing
info about inclusive education). Serve on one or more school district committees.
Attend every board meeting and allow board members to get to know you as
an interested, supportive constituent. What other ways can you develop allies
and spread your influence?
What kind of school board exists in your community
today? What kind do you want it to be? What can you
contribute to systems change? Why shouldn’t you
be a school board member? You have the qualifications: you’re a resident
of your community and you care about your community’s schools. Your leadership,
your vision, and your talents are the ticket to inclusive schools!
©2002-06 Kathie Snow, www.disabilityisnatural.com. Permission is granted for non-commercial use of this article: you may print this web page and photocopy it to share with others. Click here to download the PDF handout version of the article. As a courtesy, please tell me (kathie@disabilityisnatural.com) how/when you use it. Do not violate copyright laws: request permission before reprinting or republishing in newsletters, on websites, or in other media
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Our words reflect the way we think, so let's get rid of descriptors like "handicapped, physically disabled, mentally retarded, learning disabled" and other words that focus on the condition instead of the person. People First Language promotes dignity and respect for all!
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