Integrating Disabled Students

The integration of disabled students into regular classrooms is not really new in the LAUSD (Jan. 31). Richland Avenue School became one of a handful of “adapted” schools in the early 1980s. Barriers were removed, ramps were installed, bathrooms were adapted to meet the needs of the physically disabled, and we began to enroll disabled students. Our experience has been that the integration of disabled and nondisabled students benefits everyone. The atmosphere of the school is tolerant and compassionate. The self-esteem and academic performance of physically disabled students in the general education setting rise dramatically. Their nondisabled peers develop a level of caring and understanding that is remarkable.

It is complex to make such a program successful. A full-time nurse and dozens of special education assistants had to be hired to facilitate the inclusion of our disabled students. But the value has been incalculable. Students once segregated into special schools, centers and classrooms are now full participants in the daily life and activities of the school. Some are student government officers. Others excel in academics and have been identified as gifted. All participate in promotion activities upon completion of fifth grade, ready to move on to adapted secondary schools.

I have been privileged to be both a teacher and special education administrator. I can state unequivocally that it can work, and it does work (every day).

Jonathan Gest

Assistant Principal

Richland Avenue School

Los Angeles

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I am in my first full year of teaching kindergarten at a “full inclusion” school in the Pasadena Unified School District. Last year I taught a second-grade class in Monrovia. Last year was difficult and challenging, but I fell in love with teaching and, after 20 years as a network broadcast engineer, enrolled to get my credential. I chose to enter teaching because, having grown up with a dyslexic brother, I realized what a tremendous difference literacy makes in the quality of a person’s life.

This year, I just want to get down on my knees and beg the forgiveness of my regular education parents. There is no way that the system can throw four special education kids with severe behavioral and emotional difficulties into a classroom and, with minimal support, expect that the regular ed kids will get even half the education they are entitled to.

The majority of my day is not spent thinking about creative lesson plans or how to get my low achievers up to speed. It is spent worrying about my special ed kids injuring their classmates and being concerned when I observe my younger students acquiring the behavior patterns of the autistic child sitting next to them. I am severely limited in the amount of time that I can devote to my regular ed kids.

Deborah Baird

Pasadena

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As a secondary school elective teacher for the past 12 years I don’t understand what all the ruckus is about. During this time I’ve worked for the Burbank, Glendale and now William S. Hart school districts. It has been my experience in each district, as it is now at Saugus High, that all of my classes are totally integrated with students who have different abilities.

I’ve had the privilege of working with deaf students at the middle school level, limited English speakers everywhere, all the at-risk students (where else do “poor learners” go but shop class), resource students, gifted students and, not to be left out, the average Joes and Josephines who, like the rest, need the practical art requirement to graduate. Only twice did I ever have an aide. Mostly the students pitch in and help each other--their friends (and me)--by translating, signing or just working with their fellow students. Currently it is my pleasure and joy to work with a couple of high-school-age, developmentally challenged young men, one of whom might just turn out to be a fine printer/pressman.

Howard Siegel

Saugus