Lisa Mattheiss
February 29, 2020 (originally published 2013)
Because one family’s story can make a lasting difference to another family…
(Names have been changed).
Private special education schools that contract with southeast Tennessee schools to provide early intervention and preschool services contributes to more restrictive placements for kindergarten students with specific diagnoses. Recommendations for students leaving these schools almost always include CDC (comprehensive developmental classrooms). These placement advice is often made without even consideration for basic access to typical same age peers during non-academic class sessions. Parents must strongly advocate for different placement. Multiple complaints have been filed as a result of this predetermination of placement. Several of our parent mentors frequently share their stories in meetings to help families understand the options available and multiple ways to decrease restrictions for the child’s environment.
Two of LifeLine’s families, both having same age children with Down Syndrome, aged out of the same special education preschool in the same year. Scott went into a CDC class with little expectations, no academic goals, and developed major behaviors and a significant aversion to school. Andrew went into general education with support (the need for which has diminished over the years). Andrew’s IEP held academic goals, high expectations, and he loved school. After watching no progress with Scott for two years, his parents knew they had to do something when his behavior frustrated his teacher to the extent she attempted to tie him in a chair and withhold food. LifeLine reconnected the two families and Andrew’s mom worked with LifeLine staff to go to the school with Scott’s parents to advocate for a placement change to Scott’s home zoned school with supports. After two weeks in the general education setting, Scott’s behaviors disappeared, goals that had been on his IEP for two years were mastered, and he loved coming to school. The change was incredible!
Both boys now read fluently, use iPads for access to some of their academics and participate fully in every aspect of their school community life. These two moms share their story frequently, empowering other families to advocate for inclusion early in their child’s education. They share strategies that made inclusion successful and the significance of the choices they both made when developing their children’s education plan. Families are able to benefit most when they get to meet other families and hear stories of their journeys. It provides hope for the future, but also the practical skills necessary for advocacy.