What could be done to help parents deal more effectively with inclusive education?

I have never, ever met a parent of a child with disabilities who did not hope that that child would someday have friends and connections with the broader community. -- Mara Sapon-Shevin, Professor of Education, Syracuse University

Welcoming parents into a classroom and school is vital to having them be part of the team for inclusive education. Parents of students with disabilities are often the driving force behind the push for inclusive education.

Parent education is the other key to help parents who may question the academic validity of inclusive education. Some parents may think their children will not make the same academic gains in an inclusive setting as students in a rigorous academic clas s. Susan Etschedit (UNI) states research shows the opposite is true. " Not only are all students making strong academic gains, but the literature clearly documents social, interpersonal, and personal gains. An inclusive setting not only does not detr act from the usual education program, but it enriches the educational environment for all children. We have empirical research to validate this information and, more importantly, teacher testimony to tell us how inclusive education works."

While many parents may not like an active classroom and may think their children are not able to learn in that environment, studies show that few students consider an inclusive setting disruptive. A recent survey of 90 sixth graders at a school in Dubuque, Iowa, found only 3 students who said they felt their inclusive classroom was disruptive. -- Chris Macfarlane, Associate Professor of Special Education, UNI

On the other hand, parents of students with disabilities are most concerned that their child will be teased or harmed and not be safe. Again, Macfarlane states that in almost every instance after two years of integrated education, this was not a probl em or the problem was very small. " The reality is that all kids are teased at school," she notes, "so let's work on teasing and helping children understand it is not acceptable."

Parents may support inclusive education when they understand one of its goals is to keep students in their neighborhood school, a school where siblings may attend. (See legal section concerning legal requirements of modifying students' educational pro grams.) This makes it easier for parents who may be more comfortable becoming part of a school community that they already know.

Currently, 11-12% of all students are identified as having a disability. Having students be part of an inclusive setting means that as when those students become parents, they will see inclusion as how education is and not think it is something to fig ht for.

Chris Macfarlane who has worked with lots of schools and parents and teachers in inclusive settings suggests that schools need to work more with parents. "I'm always glad when I see parents actively involved in their child's education and future. But in some circumstances, parents need to understand that their children with special needs have to be able to generalize what they learn at home and bring that to school and vice versa. For instance, a child who learned to do something independently at s chool need the opportunity to be able to do that at home as well.

"Educators need to share their perspective with parents. With the first Americans with Disabilities Act passed in 1975 we now have 25 years of information plus at least six years of kids in inclusive settings. Teachers have watched students go th rough the whole educational system and there is research and anecdotal evidence for us to know what works and what doesn't work. Educators need to share that information with parents. For instance, we need to be sure that students work on vocational ski lls for after-school years as well as the academic skills with adaptations."

For additional information, go to these web sites:

Protection and Advocacy Services State by State listing -- http://209.42.193.10/ProtAdvo.html

Center on Human Policy - promotes inclusive education, employment opportunities, and full community participation for people with disabilities -- http://soeweb.syr.edu/thechp/