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Margaret G. Werts |
Volume 5, Number 1
Fall 2000
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The following story is an allegory. The
requests for services are not uncommon. The advent of the laws, such as
IDEA97, mandate not only free and appropriate public education for all
students and equal access to school activities, but require more and more
services. The Sayers were interested in finding the best educational
experience for their son. He was a young man with exceptional needs and
had received special considerations in his previous school. The family
had moved because of Mr. Sayers' job, and they were ready to look at real
estate in the new area. In discussing what they wanted with the real
estate agent, they mentioned some of the needs their son had and the services
they wished the new school to supply for him. The agent gave them names
of principals and superintendents for them to interview. They chose first to
interview the school system that the agent termed “the best.” They made
an appointment to discuss special services for their son. On the day of the appointment Mr. and Mrs. Sayers and their
son, Travis, went to the school, taking along school records and other
documentation. They met with Dr. Edwards, the superintendent, and
outlined some services they wanted for Travis. First, Travis needed a
special teacher who had expertise in teaching and guiding persons such as Travis.
The parents wanted a person in this position who had experience and who would
appreciate Travis for the special young man that he was. Additional
staff, although not necessarily certified staff, could be needed to help him
at other times of the school day because the special teacher could not be
available to him every minute, of course. The Sayers did want someone
who would check with Travis and his teachers to see if assignments were
understood and being completed. Other staff would be needed for
supervision of Travis when he was using specialized equipment, and for
implementing his individually written program for development. Second, he needed special transportation. The parents
expected that this would be provided by the school district. If he
needed to leave early, the bus would be available to take him where he needed
to be. It would be fitted to carry the equipment that he needed and it
would run according to Travis' schedule. Third, he would need help from other students. He needed
students to help with his activities and assignments and he needed students
to be “in his corner” to act as a circle of support for him. On a
regular basis, these students would need to be excused from classes to help
Travis and others students with similar exceptional needs. This may mean that
the district would need to provide transportation for them as well as
Travis. Fourth, it was probable that Travis would need to be excused
from classes and it was expected that he would not be graded down for his
absences. Other students who went as assistants and support would not
be graded down for their absences either. However, the Sayers did
recognize that students would be responsible for keeping their grades at an
acceptable level. Fifth, Travis needed additional programming outside the
school day. He required special after-school help. The parents
would like some of this help to be on an as-needed basis so that he could
have the help at critical times, whereas other help (e.g., physical training
and mobility training) would need to be regularly scheduled. Additional
programming would be needed for the summer. He would need regular
sessions with school personnel as well as organized group activities to keep
him from “losing ground.” Sixth, he required services to prevent and treat
injuries. There were places in his environments that were dangerous to
him so headgear was required for him to prevent any injury that would limit
his future and his employability. Additional protective clothing would
be required periodically, as well as clothing that would identify him from a
distance. It would be prudent for the school to have emergency medical
personnel, or a physician, on site for some activities and to have a plan for
access to emergency services. The Sayers also expected the school to
carry insurance. Dr. Edwards listened silently and jotted notes as the
demands for services were outlined. When the Sayers finished reciting their
list, he quietly asked, “Is there anything else?” Mr. and Mrs. Sayers looked at each other with some surprise
and asked, “Would you like to know more about Travis? About his class work,
perhaps?” “Yes. Certainly.” “Travis did fine in math classes in the other high
school," said his mother. “He struggled with his reading, though. he
does not always read carefully enough to understand the points of the chapter
he is working on. He gets very tired. He needs some help with
writing too, but since we got a computer, he is doing a better job.” After a pause, Mrs. Sayers asked, “Are we asking too much?
Can this school provide what Travis needs?” “You are not asking too much at all,” replied Dr.
Edwards. “We will be glad to welcome Travis into our school family in
the fall. We hope that you are able to buy a home in our
district. The services that you require are not unusual and they are
already in place for others. We consider the costs as an investment in
his future. We consider students such as Travis to be a benefit to the
whole school. I expect Travis will do very well here.” All families want to hear words like these, but sadly, the
response is not always this welcoming for students with special education
labels. Travis was lucky. His needs could be met and there was no
controversy over adding personnel, adjusting schedules, and acquiring
protective clothing and exercise equipment for a student who does not have a
special education label. He did not have a special education
label. Travis's special need was a cadre of personnel and equipment for
a football player. The benefits to the school are clear. Football
games generate revenue and create good will in the community. The
students who play have the benefit of physical activity and some may be good
enough to get scholarships for college. A very small percentage may be
professional players. Students with special education labels have some of the same
needs for services as student athletes. They benefit from physical
training and from a written plan for physical development. They benefit
from an attentive teacher or “coach” who asks about work and checks with
teachers to keep the students on the right track. They benefit from
being given what they, as individuals, need. The benefits to the
community are also clear. A much larger percentage of students with
special education labels will become tax paying citizens and productive
members of society than if they were not given the services. Travis in
this story is an example. Why would the cost of services for him be more
easily accepted that those for a student with a special education
label? Correspondence should be addressed to: Margaret Werts, Ph.D. Telephone (828) 262-6365 Back to Top Table of Contents Next |
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