STUDENT IMPACT
Research in early intervention (EI) shows that children who are segregated even as early as birth to age 3, tend to remain so throughout their adult lives. Parents may be transitioning from EI and not be aware of their options or their child's rights. Data also shows that both children with and without disabilities benefit academically from inclusion.4 Isolating based on disability, sometimes exacerbates the situation. For example, one wonders how a child with communication impairment (CI) will learn to communicate if the entire class has CI. Inclusion also allows for exposure to typically developing peers. Inclusion advocates also note that supports and services are portable so the team, including parents, have to look at what the child needs and not automatically assume it has to be provided somewhere else.
THE INCLUSION DILEMMA
Most parents want their child to attend their home school and make friends in the neighborhood. The IEP team, including families, need to look at how to make this happen. For example:
- If behaviors are the issue, was a Functional Behavioral Assessment (FBA) performed?
- Are there Positive Behavioral Interventions and Supports (PBIS) in the IEP?
- Was a Manifestation Determination done to decide if the behavior was due to the disability, prior to change in placement?
- Would a sensory diet, provided by a specially certified occupational therapist, using sensory breaks throughout the day, help with self-regulation?
- Could in class support/resource address areas of weakness?
- Would having a classroom, or even one-to-one, aide mitigate the need to go out of district with more support?
Most children can be accommodated in their home school districts. According to the National Center for Educational Statistics, 95% of students with disabilities "ages 6–21 served under IDEA in fall 2019 were enrolled in regular
schools."5 The law however, does allow for a range of placement options. In the end, parental participation in decisions about what the child needs should be fully considered and respected in the placement decision. Families can get free help on this from the Parent Training and Information Center in their state. •
IT'S NOT ABOUT THE FOOD
A sensory diet an individually tailored plan that outlines a set of specific activities designed to meet a child's sensory needs. Would a sensory diet, using sensory breaks throughout the day, help with self-regulation? Learn more at andnextcomesl.com/2021/08/what-is-a-sensory-diet.html
ABOUT THE AUTHOR:
Lauren Agoratus, M.A. is the NJ Coordinator for Family Voices, NJ Regional Coordinator for the Family-to-Family Health Information Center, and Product Development Coordinator for RAISE (Resources for Advocacy, Independence, Self-Determination, and Employment). She also serves as NJ representative for the Caregiver Community Action Network as a volunteer. Nationally, Lauren has served on the Center for Dignity in Healthcare for People with Disabilities transplant committee (anti-discrimination), Center for Health Care Strategies Medicaid Workgroup on Family Engagement, Family Advisor for Children & Youth with Special Health Care Needs National Research Network, National Quality ForumPediatric Measures Steering Committee, and Population Health for Children with Medical Complexity Project-UCLA. She has written blogs and articles nationally, including publications in 2 academic journals (pubmed.ncbi.nlm.nih.gov/?term=agoratus+l). Lauren was recently named a Hero Advocate by Exceptional Parent Magazine (reader.mediawiremobile.com/epmagazine/issues/207207/viewer?page=18).
References
- sites.ed.gov/idea/regs/b/b/300.115.
- sites.ed.gov/idea/regs/b/b/300.116
- sites.ed.gov/idea/regs/b/d/300.321
- allmeansall.org.au/research
- nces.ed.gov/fastfacts/display.asp?id=59
| NEAR AND FAR : LEARNING MORE ABOUT OUT-OF-DISTRICT PLACEMENTS | |
|---|---|
| ALL MEANS ALL-INCLUSIVE EDUCATION https://allmeansall.org.au/research | DISABILITY SCOOP “Inclusion Increasingly The Norm For Students With Disabilities” www.disabilityscoop.com/2019/02/19/inclusion-increasingly-norm/26067/ |
| “Out-of-District Placement: How it Works”www.understood.org/articles/en/out-of-district-placement-how-it-works | NATIONAL CENTER FOR EDUCATIONAL STATISTICS: INCLUSION OF STUDENTS WITH DISABILITIES https://nces.ed.gov/fastfacts/display.asp?id=59 |
| PARENT TRAINING AND INFORMATION CENTERS Find your Parent Center www.parentcenterhub.org/find-your-center | |