So, I have a couple of issues here with the comments made by Jeremy and
Dawna on the NY Times article. First of all, there seems to be an
assumption in Dawna's comments and in the article that autism and
attention deficit disorder are behavioral problems when, in fact, they
are merely an expression of neurodiversity. Just because a child has
autism or ADD doesn't automatically mean that they will also have
behavioral issues. In fact, if students with autism or ADD act out it
is generally the result of a classroom or school culture that does not
meet their unique needs and does not welcome them. The minute these
kids are labeled, teachers, students, and administrators begin treating
them as the "other" and I know from personal experience that children
are very perceptive and can only stand "othering" for so long before
they begin to fight back. We all have a desire to be included and
accepted by the group, and children with disabilities are no different.
Second, the notion that we should maybe begin looking at "resegregating"
special education or social services in general is a dangerous
proposition. The minute we begin segregating on the basis of behavior,
it's just a slippery slope away from segregating on the basis of
diagnosis and, if taken to the extreme, appearance. Now, I am well
aware that "inclusion" and "normalization" schemes are often financially
motivated and I know for a fact that for inclusion to be done correctly
it takes more funding than is currently allocated to the school
system...but the primary problem is teacher training.
I have just completed a large scale survey of teacher training programs
in the western U.S. and most regular education teachers are still
graduating with little or no training on how to accommodate students
with disabilities and diverse students. In fact, our data shows that if
regular ed teachers get any training it is on behavior
management...which creates a paradox for us in this situation. If the
only training regular education teachers are receiving is on how to
behaviorally "manage" students with disabilities then you are setting
them up for failure in an inclusive environment because the only way
they've been taught to deal with students with disabilities is
behaviorally, not academically. It's like the old adage: if the only
tool in your toolbox is a hammer, then every problem looks like a nail.
In our research we gathered data from over 800 teachers and
administrators on barriers to inclusion and the number one barrier
identified by practicing teachers and administrators was a lack of
training on how to modify lessons and create academic accommodations for
students with disabilities in the regular education classroom. Thus, we
have a lot of teachers running around our schools with hammers, and
whacking every kid with a disability on the head because that's all
they've been trained to do. They don't know how to academically include
these students, therefore the students get upset and frustrated, and
eventually act up...finally giving teachers the chance to use the
hammers they've been trained to use in our colleges and universities.
Now, resegregation is the easy answer. Just make these kids disappear.
Let's not deal with them, let's put them back in closets, padded rooms,
and jail cells and that will solve all our problems in schools. Right?
Well, I for one, doubt that it will solve the behavior problems in
schools...it's always easy to blame the kids with disabilities because
they can't stick up for themselves. If the author of this editorial
wrote that African-American kids had more behavior problems, or Hispanic
kids had more behavior problems and were a danger in our schools then
there would be a nationwide call for his resignation and for his
head...but since it's kids with disabilities we're talking about it's
still okay. That doesn't seem right to me.
Resegregation might be the easy answer, the real solution lies in
changing the way our teachers and administrators are prepared. Now they
are being prepared to "deal" with students with disabilities...we need
to change the system to where they are being prepared to effectively
include and accommodate the needs of students with disabilities. There
is a big difference, and it's a big job, but at least it's not a
reactionary call for outdated institutionalization practices. Haven't
we already learned that lesson?
Matt
--
*Matthew Wappett Ph.D.*
Assistant Professor & Interdisciplinary Training Coordinator
UI Center on Disabilities and Human Development
129 W. Third Street
Moscow, ID 83843
Ph: (208)885-3038
Fax: (208) 885-3628
www.idahocdhd.org <http://www.idahocdhd.org>
"/I get up every morning determined to both change /
/the world and to have one hell of a good time. Sometimes,/
/this makes planning the day difficult./" ~ E.B. White
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