[R-0449] S7. Family and Community

Citation: Strauss, V. (2016). Parents: Why our second-grader is not going back to school. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2016/10/01/parents-why-our-second-grader-is-not-going-back-to-school/  [or enter Parents: Why our second-grader is not going back to school: The Washington Post” in your search window]

Abstract: In this Washington Post article, a parent of a second grade child with autism speaks about her experience of having her child spend half her school day in a “self-contained” classroom, even though federal laws require that school districts provide the least restrictive environment with nondisabled peers. Scholars will understand the benefits of including children with disabilities in the regular classroom, and how we, as professionals, should be advocates for those children and families.

Integration: “When our daughter started school, we embraced this model of special education. We thought that she would be better off in a smaller class with fewer distractions, where the instruction could be tailored to her specific needs. We knew that she would be isolated from her peers, but we thought that it would be worth it in the long run. We were wrong.”

Content Focus: Autism Spectrum Disorder; Inclusion; Least Restrictive Environment; Parents; Advocacy; Child, Family, and Community

Notes: Before you share this article with your scholars, have them discuss and share their perspectives about inclusion. Then after sharing this article, have them discuss whether their perspectives have changed or remained the same.