Going To School - Ir A La Escuela
A documentary by RichardCohenFilms
When I first began watching this video, and saw how it took place in LA, California, I just envisioned how many schools must be in that district alone (it's HUGE!!!), and how with all of the educational support, advocacy, and resources, how could some students with special needs STILL not even be included in the daily population of the local public schools there?? It has been over 40 years since IDEA was passed in the 70's so it baffles and concerns me that there are still schools out of compliance or unwilling to engage learners of all abilities!!
Deep breaths. As I continue watching the documentary, it kept reminding me of so many connections I researched and learned in a previous course I'd taken last summer (SPED 513), that focused on the laws, regulations, guidelines and terminology associated with Special Education with Dr. Kemp at RIC. I had learned in those 6 weeks alone, that there is SO MUCH that goes into the process of developing IEPs and IFSP, and implementing the services for these students, as well as maintaining compliance and awareness of the 13 categories of services that students with special needs can legally receive, whether through Special Educators, OT and SLP specialists, APE programs, or other service providers required. And I know I am missing a huge chunk of even more content we covered as well. The field of special education takes on extremely dedicated and compassionate educators to do this kind of challenging work. I have so much admiration of those who work in this specific path of education, because these students need advocates, maybe even moreso than ever nowadays. To find the patience and understanding to continue to develop individualized plans of curriculum and communication systems to improve and lift the growth of these students' abilities is truly saintly work. I have experienced this world of special education since I was young; my mother was a Special Educator/ Resource Teacher in Warwick for over 30 years, and I had met all of her students on her caseload every single year. I developed relationships with them, even those who were nonverbal, were in wheelchairs, had CP or autism, or Downs Syndrome as well as some traumatic or behaviorally disturbed background...I am so grateful for this experience to be with these students because even at such a young age, I developed so much appreciation for the obstacles they had to endure in their lives. It made me appreciate so much of my own strength and abilities.
There is power in being directly among these students in person. It encouraged me to work in Special Education, as a paraprofessional for a few years, a Behavior Technician, and even doing ESY programs in my local district. Oh, the sweat, dirt, lessons and challenges we faced. But I will always believe it was worth it. Those children deserve so much of our love and understanding, just like the students in the video. It breaks my heart to see they are not receiving the education and opportunities alongside their typically developing peers. I was so sad to see how the Special Ed. teacher, Greg Laskowski mentioned the hallway his classroom and the other classrooms with special ed students is marked as the "special ed hallway" and no one uses it "unless they're leaving or coming to school" (34:46). I agree with the Superintendent, Ramone Cortinez that special ed classes NEED TO BE INTEGRATED, and not separated in its own hallway or building, and having more special ed coordinators and faculty focused on this group is required to promote this integration. He states, "I'm trying to start a new culture in this district of inclusion, of a deep understanding of what it all means, I'd like to order there be no hostility but you know, I can't do that" (36:09). I wonder if this would be equally as challenging as racial integration in the mindset of Nikole Hannah-Jones from the previous documentary, "The Problem We All Live With" we watched. Would it be easier, given we are already beginning to push away from the separate "resource" and "special education students" rooms to create more inclusive environments? Desegregation should be the goal for ALL marginalized groups.
There is power in being directly among these students in person. It encouraged me to work in Special Education, as a paraprofessional for a few years, a Behavior Technician, and even doing ESY programs in my local district. Oh, the sweat, dirt, lessons and challenges we faced. But I will always believe it was worth it. Those children deserve so much of our love and understanding, just like the students in the video. It breaks my heart to see they are not receiving the education and opportunities alongside their typically developing peers. I was so sad to see how the Special Ed. teacher, Greg Laskowski mentioned the hallway his classroom and the other classrooms with special ed students is marked as the "special ed hallway" and no one uses it "unless they're leaving or coming to school" (34:46). I agree with the Superintendent, Ramone Cortinez that special ed classes NEED TO BE INTEGRATED, and not separated in its own hallway or building, and having more special ed coordinators and faculty focused on this group is required to promote this integration. He states, "I'm trying to start a new culture in this district of inclusion, of a deep understanding of what it all means, I'd like to order there be no hostility but you know, I can't do that" (36:09). I wonder if this would be equally as challenging as racial integration in the mindset of Nikole Hannah-Jones from the previous documentary, "The Problem We All Live With" we watched. Would it be easier, given we are already beginning to push away from the separate "resource" and "special education students" rooms to create more inclusive environments? Desegregation should be the goal for ALL marginalized groups.
P.S. In my research, I came across this website (link below) called the Rhode Island Advocacy for Children and helps provide families and others looking to learn about "information, individual support, and professional educational advocacy support when communicating concerns to their child's teachers and school administration. Families need to clearly and effectively present their concerns to the educational team in order to receive the supports and services that their child is entitled to through federal law and state regulations." I found it very interesting and there are so many great links, articles and success stories on there too! It may be a great resource to share with any families or friends you know that could benefit from it.
Hi Danielle. As always, written so beautifully. I was saddened by the video as well. I felt the district was making it so difficult for these parents to get what they needed for their children. Like I wrote in my blog, the parents needed someone to explain to them the Culture of Power and the lingo. Like the one mother who said she didn't know requests needed to be in writing. I really like that Parent Resource Network they showed on the film, what a great place parents who have no idea how to navigate the process can learn from others that have been there. That mother that was in tears over the treatment of her child, "like an animal," left the meeting with Richard's mother smiling. She had a place she could voice her concerns to someone who understood. Not only that, they were able to provide her with a list of accommodations she could ask the district for and they translated it into her language. How lost those parents who don't speak the language of the Culture of Power must feel. Good job!
ReplyDeleteDanielle,
ReplyDeleteI am in SPED 513 currently, and, as you can imagine, my head was spinning with all of the laws and regulations we are working on learning. But what you said is so true. There is so much that goes into an IEP or an IFSP, and it takes a trained professional who is going to advocate for the child, as well as implement what is needed to exceed goals. It broke my heart seeing these poor families having to fight so hard to even get their child the bare minimum that they were getting. Excellent post!
Great post! I agree, the LA district is HUGE and one would think such a large district would be able to offer enough resources, but at the same time they might only get a small amount that needs to be stretched thin across all its schools. Who knows. Either way a district should not have to rely on its parents to be the one to teach other parents how to best handle IEPs or how to advocate for their child. Overall, great post like usual!
ReplyDeleteLove hearing you make the connections across your courses! I agree this can be powerfully sad but also hopeful. I didn't know about the RI Advocacy site you found. I wonder if it is connected to RIPIN.org?
ReplyDelete