Hey there, Alabama State Board of Education! It’s time to recognize that children with disabilities deserve a place in the classroom too.
As a parent of two wonderful kids with disabilities, I find myself exhausted. Exhausted from defending my daughter’s right to exist and now, I’m worn out from having to argue that my children belong in the same classrooms as their peers. Recently, a video surfaced from a school board meeting featuring Alabama State Board of Education member, Sarah Johnson, which sparked outrage among parents. In the video, Johnson suggested that students with disabilities might be better off in a separate “academy,” raising eyebrows across the parenting community.
“Could we legally create an academy for special education, so our overall test scores aren’t negatively impacted by special-ed scores?” she inquired, as though segregating children with disabilities is a viable option to improve Alabama’s already struggling academic performance. Since the video went viral, over 62,000 parents have signed a petition demanding Johnson’s removal from her position.
What troubles me and others who signed the petition is that a school board member appeared to lack understanding of special education laws and advocated for the exclusion of children with disabilities from mainstream classrooms. I thought these battles were fought and won in the 1970s, but it seems we are revisiting the same discussions.
The focus of the Alabama SBOE should be on addressing the shortcomings of the testing systems rather than questioning the right of children to receive a free and appropriate education in the least restrictive environment (LRE), as mandated by the Individuals with Disabilities Education Act (IDEA). Segregating children with disabilities is the most limiting environment they could be placed in.
Even though my children don’t attend school in Alabama, these discussions resonate deeply with me. I’ve encountered many who fear that children with disabilities will disrupt the classroom or hinder the learning of their peers. Such statements come from those who clearly misunderstand the purpose of an individualized education plan (IEP) and the support systems in place for children with disabilities.
Let’s Debunk Some Myths:
- Children with disabilities will disrupt the classroom. Sure, some may exhibit disruptive behavior (as can any child), but many have built-in supports to help manage their needs. It’s a sweeping generalization to label all children with disabilities as inherently disruptive. Many are respectful and well-behaved, and it’s rarely them causing the chaos.
- Kids with disabilities will “hold back” their typical peers from learning. Every child with a disability has an IEP outlining their specific academic goals. While other students learn multiplication, a special education teacher might be helping my child master basic addition. The class moves forward as usual; my child is not “holding back” anyone. This is the essence of an IEP—it allows students with disabilities to progress at their own pace. Research shows that inclusive education benefits not just children with disabilities but their typical peers as well. When we advocate for inclusion, we do so knowing it enhances learning for all and affirms our children’s right to an education.
As parents, we tirelessly advocate for our children’s education. Comments suggesting we separate them to improve test scores are not only insulting; they disregard the complexities of special education. At the end of the last school year, my daughter’s general education and special education teachers walked her to the car, tears in their eyes as they said goodbye, knowing it was her final year at the school. I have no doubt they would highlight the countless ways she enriched the classroom and improved the learning environment for everyone.
Children with disabilities possess the same humanity as their typical peers; they are entitled to an education. We, as parents, will continue fighting for their rightful place in the classroom.
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In summary, children with disabilities hold an essential place in our classrooms. We must advocate for their inclusion and ensure they receive the education they deserve, while also addressing misconceptions about their abilities.
Keyphrase: Children with disabilities belong in the classroom
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