The Individuals with Disabilities Education Act (IDEA) was written with the concept that every child should be included in the mainstream classroom and curriculum to the fullest extent possible. When that setting does not meet their needs, alternatives are considered. If your child is on an Individualized Education Plan or IEP, they may receive some instruction in a separate setting. It is important to carefully analyze the results of that decision, not only on your child’s academic progress, but also on their emotional and social as well.
The first question to consider is whether the decision to remove your child from some or all of the regular classroom was made in your child’s best interest. It is possible that it was made based on the convenience of the staff. This is a violation of IDEA and, most likely, will not benefit your child.
What is your child’s perception? This is an excellent conversation to have with your child in as casual and non-threatening way as possible. How do they feel about going to a separate setting? Are they still able to interact with and feel accepted by their peers? Are they developing a sense of being capable? Or do they feel they have been labeled? Do they ever feel isolated? What do you observe from their development and behavior?
If you are seeing any evidence that your child is feeling less than or excluded, it is time to talk to their school about how they can become part of the full curriculum. This can be done during an IEP meeting before the beginning of the new school year. As a parent, you have the right to request a meeting. Initiate the conversation by expressing your appreciation for how the school has helped your child, your vision for their future and your concerns for your child’s development as a whole person, not just academics.
Use the “What Would It Take” approach, what would it take to include my child with nondisabled peers? Ask school staff for specific benchmarks that need to be met and then collaborate as a team on how you can support your child in reaching them. Are there more skills your child needs to develop? Could you work on these at home? Would your child benefit from having a peer tutor? Are there accommodations that would make a difference? Your goal is to end the meeting with a clear plan in place of full inclusion for your child with specific assignments to various team members and a deadline set for achieving the goal.
Remember your commitment is to your child. Don’t worry how others will see you or what they will think. You are advocating for your child and if you don’t speak up for them, who will?
For more information on how you can advocate for your child, click here.