Red Clay Parent Ashley Sabo Speaks Out In Support Of Inclusion

Red Clay parent Ashley Sabo, who I’ve written about a few times on here, just gave a stirring public comment at the Red Clay board meeting.  While I wasn’t there, Ashley was kind enough to share it with me.

As an involved parent and inclusion advocate, the magnitude of inclusion did not become real until my daughter started kindergarten last year.  It was with great trepidation, major anxiety and a lot of prayer that we put her in full inclusion at Forest Oak.  We met with her teacher soon into the school year and we continued the constant communication throughout the year.  It did not take long at all to know that not only did we make the right decision putting her in full inclusion, but when it came to Kindergarten teachers we hit the jackpot.

Jackie Gallagher worked with our daughter, Anna, to meet her where she was then pushed her forward to develop new skills and abilities and onward to success. When one method or plan didn’t work for Anna, she would alter things. If equipment or modifications were needed she worked tirelessly to get them.  She reached out to other staff who had different knowledge and experience to create new ways for Anna to learn.  She approached each day with understanding and patience and behind her was an administration who listened not only to the teacher but to us as parents – fully respecting our expertise when it comes to our daughter and was committed to the mindset that Anna was just as much a Forest Oak student as any other student without special needs.

We often hear about needing to close the achievement gap and more rigor, rigor, rigor.  I can assure you it was not the rigorous worksheets and overwhelming curriculum thrown at kindergarteners these days which made Anna’s year successful.  It was the open communication between parent, teacher and administration. It was the willingness to be flexible and make adjustments. It was the collaboration between colleagues to develop plans and find the right resources which made Anna’s kindergarten year so successful.

Growth and success will never be from a standardized test or learning at a computer. Closing the achievement gap is not something that can be done through legislation.

Successful inclusion happens when the line of communication between parent, teacher and administrator is always open. When requests for resources and equipment are met in a timely manner.  When teachers are flexible and willing to make changes to meet the needs of their students.

Seeing the joy as my daughter received a birthday invitation to her classmate’s party is the outcome of inclusion and is proof inclusion can be a wonderfully, beautiful thing.

If anything is worth doing, it’s worth doing well. And Inclusion is worth doing so we need to make sure it stays as a top priority and that changes take place so that we can look back and say Red Clay has done well.

Red Clay: Your Inclusion Plan Is NOT Working. This Needs To Stop…NOW!!!!!

Last year, the Red Clay Consolidated Board of Education approved an inclusion plan for students with disabilities.  Instead of paying for students with severe and intense difficulties in their own educational setting, as required by federal law under IDEA, they decided to stick them with all the regular students.  The results have not been kind to these students.  I’ve been following this story for a while now, but with everything else going on I haven’t been able to give it the attention it deserves.  This changes now.  If I have to fight multiple fronts, I will.  This post put up by a sister of a Red Clay student with Autism was put on Facebook.  This should not be happening at all.  I am begging the Red Clay board to put a stop to this now.  If it means you don’t have funding for WEIC, so be it.  If you can’t handle your own, than you definitely shouldn’t be taking more.  I like some of you as people, but if you can’t get your act together as a whole for students with disabilities, all bets are off.

Today, my mom got a call from one of my sister Juliana’s teachers at Conrad. Her teacher told my mom that Jule was being horribly mocked and teased because of a pair of boots she liked and decided to wear to school today. Juliana is bullied and tormented every single day that she goes to school because she is autistic and she functions differently than other 7th graders. However, today was especially hard to hear about because she came home saying it was “one of the best days of her whole life.” When we asked her why, she said it was because her boots caught everyone’s attention, they were “complimenting” her, and even taking pictures. This honestly broke my heart because anyone would know that those kids weren’t really trying to make her feel good about herself in any way, and those pictures most likely ended up on Instagram or snapchat for everyone to mock. I just don’t understand how kids can be so cruel, especially to someone with a learning disability that doesn’t recognize sarcasm and thought all of their comments were serious. It breaks my heart to see her go through this every day of her life but today really struck something. If you have kids, please teach them kindness. It can be all someone like Juliana needs to know they’re not alone. My sister is a 12 year old girl living with autism, and she’s fucking amazing. Any kid that wants to at come for her, has to come through me first.

Is this really the environment Red Clay wants in their schools?

Inclusion or Restricted Environment for Special Education: Which States Favor Certain Settings #netde #eduDE

In an article yesterday on Disability Scoop, results were announced from research done by Focus on Autism and Other Developmental Disabilities. They surveyed states to find out where special education students were generally placed, in a restricted environment or inclusion, placed in a regular classroom setting.

Overall, the analysis found that Colorado, Connecticut, Idaho, Iowa, Minnesota, Nebraska, North Dakota, West Virginia and Wisconsin most consistently favored inclusion.

In contrast, Alaska, Delaware, Florida, Hawaii, Louisiana, New Hampshire, New Jersey, New York, South Carolina and Washington, D.C. generally leaned toward restrictive settings.

When funding formulas for each state were examined, Kurth found that a handful of states appeared to incentivize placing students in more restrictive environments, but said that these monetary policies did not appear to have a “clear impact” on educational placement decisions.

The last sentence definitely jumped out at me.  Especially for good old Delaware!  More information can be found here: http://www.disabilityscoop.com/2014/09/08/inclusion-rates-sped-state/19652/