My letter- revised.

[Guest guest]

Dear ,

For some time now, Bob and I have been seriously considering having

fully included in the first grade. We know that with the proper

supports and services, Nic can benefit greatly from an all-inclusive

education.

When Nic was about to transition to kindergarten, our plan was to enroll

him in the Life Skills class for a year or two in order for him to form a

strong foundation and learn basic skills. The plan was to then include him

in regular classes with typical peers. We believe this is the time to start

preparing for that. We want to do this now, while he’s young, rather than

wait too long making it more difficult for him to transition. We would be

doing Nic a great disservice if we don’t give him the opportunity to

participate in a classroom of his peers.

Nic has done wonderfully in the Life Skills class. We know he can also

do well in a regular education classroom.

We want to prepare Nic to live and work as independently as possible.

Studies have shown that students educated in an all-inclusive setting have a

73% employment rate as compared to 53% for students in segregated programs

(J. Affleck, S. Madge, A. & S. Lowenbraun- 1988 Integrated classroom

versus resource model: Academic viability and effectiveness. Exceptional

Children., 54, 339-348). 99% of the jobs he may be a candidate for will

require him to be among non-disabled people. The time is now to begin

teaching and preparing him for the real world and not have him depend on the

security of a segregated room.

The benefits would also extend to the typical students as well. Typical

peers can serve as positive speech and behavior role models while Nic can

teach them acceptance, tolerance, patience and friendship. Everyone can

benefit from inclusion.

I work as a teachers aide at General Wayne Elem. School in the Great

Valley School District. Like Oaks, they have a Life Skills classroom run by

the CCIU. They are children in grades 3-5. I have had the opportunity to

observe several of these children in their classroom and outside while at

recess with typical children. I’ve noticed that while outside some of them

are withdrawn and anti-social. I thought for the longest time that one

particular boy was non-verbal. That was until I entered their classroom and

heard them all talking and playing and socializing amongst themselves. They

feel safe and confident while within those 4 walls of the classroom. We want

Nic to feel safe and confident in any environment. Nic’s IEP states he will

be among typical peers 40% of the time. I don’t feel this is being

accomplished. At lunch, he is in the cafeteria with the rest of the school

children but at a segregated table. I know there are reasons for this but

how can this be counted as integrating if they are still unable to socialize

with the typical children? Recess is also counted as part of the 40% but

from what I understand, Kindergarten does not usually have recess at the

same time as his class. The remainder of the 40% is time at assemblies with

the rest of the school. Assemblies are few and far between.

As Mrs. Wampole and Mrs. Dorman can tell you, Bob and I are very involved

parents. I’m constantly calling or writing asking about Nic’s progress or

looking for strategies to be used at home. If help is needed with

curriculum modification or to integrate something at home, we’ll do it. I am

willing to talk to the classroom about Nic and about Down syndrome and

answer the children’s questions prior to his entering the classroom. We will

do whatever needs to be done to ensure inclusion can work for Nic.

We want to start proceedings now. His IEP and re-evaluation are due in

March, which will give us plenty of time to strategize and get the supports

in place in time for the 2004-2005 school year.

We look forward to meeting with you and the entire team.

Respectfully,

Diane Ferko