Blog Post #2: Ralph Rich

Rich, Ralph

14 September 2016

Blog Post #2

Dr. Dove

 

What Can We Do to Promote the Social Integration of Students with Exceptional Learning Needs (ELN)?

       Over the last two years, I have spent much of my time working for the Purple Cat, a program for adults with disabilities designed to assist them with landing a job in the future. The program encompasses everything from job training, rudimentary math, reading and writing to the necessities of everyday, independent living. It is designed to be the stepping stone when helping to plan the future for its cliental. However, for those clients who do not plan on seeking future employment, the Purple Cat is a place to which they can belong. It provides the adults with a sense of purpose and belonging. They have a daily routine, field trips, activities, theater, music class, etc., not to mention a fully functioning cafeteria in the Oakhill Renaissance building and multiple candy stores in and around downtown Youngstown. There is even a radio station run by the adults with disabilities called Golden String Radio. This is a vehicle where the clients can display their unique musical tastes and personalities. Overall, I have never experienced such a wholehearted program enriching the lives of persons with disabilities as I have by being a part of the Purple Cat. Not only do the clients appreciate what the Purple Cat has given them, but their parents/guardians are just as thankful. They’ve become connected with each other, almost as if they were a class climbing through school together.

       Yet, as amazing and effortless as this sounds, keep in mind this is not a school system, although there still is a process. Many families raising a child with a disability find themselves jumping hurdles to find satisfactory placement for their son or daughter in a suitable school; a school that will provide their child with a disability the same opportunities and liberties as a child without a disability, and placed in the same classroom as part of inclusion in a general education classroom. Take Lisa Kocab, for instance. Her 5-year-old son, P.J. has Down Syndrome. P.J. is like every other kid – he loves Winnie the Pooh and cheering on his older brothers at their sporting events (Guerra, para. 4). When Kocab learned that she and her family would be relocating to Michigan (where she is originally from) on account of her husband’s job, she started to contact school districts for ideas on where would be beneficial to send her son. She was not expecting the inconsiderate answers she was told, as if students with disabilities are less human than students without disabilities. This was quite upsetting for Mrs. Kocab (Guerra, para. 5-7). Finally, she was informed that in order for P.J. to receive inclusion into the general education classroom, he would need two things: 1) a special education teacher to alter or adjust the coursework from the general education level for his level, and 2) a paraprofessional to help keep him focused, involved in class discussions, and for assistance when using the restroom facilities (Guerra, para. 8). This gave Mrs. Kocab hope that when her family eventually makes the move to Michigan, her son will have a smoother transition into a newer school environment.

     According to Ohio State University Special Education Professor Matt Brock (2016), “It’s evident that where you live makes a difference in the type of educational placement you receive (Guerra, para. 9).”      

     Brock’s research brought him to the U.S. Department of Education and how it breaks down educational placement for students with special needs. Brock found that Michigan serves many of its students in a segregated setting, which comes in at 4^th highest in the nation (Guerra, para. 11-13). But that’s only Michigan. Wisconsin has 3% of students with disabilities in a segregated setting (Guerra, para. 14).

     Nonetheless, one must consider the mission statement of the Individuals with Disabilities Education Act (I.D.E.A.) when serving the needs of students with disabilities. It says that all students with special needs are entitled to a free and appropriate education in the least restrictive environment. Michigan Lieutenant Governor Brian Calley (2016) states, “We can do a better job on the last part – the least restrictive environment.” Calley explains that their current system “reinforces negative outcomes” (Guerra, para. 18) and in the end, the student is deprived of learning how the rest of the world lives and interacts with each other (Guerra, para. 17-18). Lieutenant Governor Calley created a Special Education task force to help improve the current policy: supply more training to help teachers working with students with special needs in the classroom, and more tailored education plans that service the individual’s unique needs (Guerra, para. 19-20). Hopefully, improvements and alterations will be made for the better.

     In regards to Lisa Kocab and her son, P.J., a Michigan school finally gave her an answer she had been longing to hear. Her family will be moving to Brighton, MI where they’re hopeful that P.J. will be entering a school system to fit his needs (Guerra, para. 28).

     Not all stories of inclusion are frustrating. Mary Jane Conroy, 21, and Maria Rajakovich, 22, both born with Down Syndrome, just graduated from a special college program offered exclusively at Duquesne University. A faith-based program, the St. Anthony School Programs, gives children to young adults with intellectual disabilities the opportunity to receive an entirely inclusive education from kindergarten through college (Crompton, para. 3). Lisa Rajakovich and Mary Lou Dressman-Conroy, mothers of the aforementioned students, both called the education their daughters received through the St. Anthony School Program a blessing. They described their daughters as confident and full of self-esteem. But most of all, they were thankful that their daughters were included in the school community. Mary Jane Conroy was a cheerleader, on the basketball team and went to birthday parties; Maria Rajakovich was on the color guard and involved in musical theater, performing in such plays as “The Addams Family” and “Anything Goes” (Crompton, para. 3-4, 6-9).

     So, how does the St. Anthony School Program work exactly, and how inclusive is it? Well, not only is it classroom inclusive, but also community inclusive, as well, providing work for students with special needs throughout the city; this includes the University of Pittsburgh and Carlow College. “Our program is based on vocational and social skills training and some academic courses,” says Mark Sieg, CEO of the St. Anthony School Programs (2016) (Crompton, para. 17). In addition, the program also has an apartment for students to learn basic life skills they may need to live an independent lifestyle, such as cleaning, cooking or learning how to do laundry (Crompton, para. 21). Mr. Seig (2016) goes on to say that the main purpose of the program is to develop the person as a whole, build independence and give them the tools necessary to live an independent life (Crompton, para. 24).

     The St. Anthony School programs reminds me a lot of the Purple Cat programs, with the exception of St. Anthony being a school. Both programs involve social and vocational skills training, on the job training, fundamental studies in various subjects, and an opportunity to improve the lives of persons with disabilities. There needs to be strong communication between the school system and the families, as well. The principle that I.D.E.A. set forth with the view that all students with special needs are entitled to an appropriate education in the least restrictive environment should be resounded to all school systems around the world.

 

 

Works Cited

Crompton, Janice. (2016, September 9). Program offers those with disabilities an education through college. Pittsburgh Post-Gazette. Retrieved from http://www.post-gazette.com

(From SmartBrief on Special Education)

Guerra, Jennifer. (2016, August 31). When it comes to special education, where you live matters. Michigan Radio. Retrieved from http://www.michiganradio.org (From SmartBrief on Special Education)