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Why Inclusion Does Not Work and Parents Should Demand More

Updated on June 18, 2017
letstalkabouteduc profile image

With a master's degree in education and a son with autism, I'm passionate about getting the right services for students in need.

Inclusion Is a Cost-Saving Tool, Not a Comprehensive Program.

Don't trust those who say inclusion is all your child needs.
Don't trust those who say inclusion is all your child needs. | Source

Parents, Beware: Don't Buy the Inclusion Lie!

Inclusion in special education is the biggest lie. Every day unwitting parents buy into the inclusion lie from special education bureaucrats who brazenly sell it to them like unscrupulous hucksters. By foolishly buying the inclusion lie, parents are signing away their children's chance to receive the unique services they need to progress and thrive at school – services that include speech and occupational therapies, small group activities, and one-on-one direct instruction. What is the inclusion lie? A familiar tale from childhood serves to explain.

The Inclusion Lie and The Emperor's New Clothes

Remember the tale from childhood called The Emperor's New Clothes by Hans Christian Andersen? Pretending they're gifted weavers, two swindlers arrive in town to con the emperor and his staff. They convince everyone that they make fine, fabulous clothes that everyone admires. But they cleverly add one warning: anyone who is stupid or unfit for his job cannot see their amazing clothes. To these foolish folks, their fancy clothes are invisible.

Therefore, when incapable of seeing the outfit the swindlers are weaving for the Emperor, person after person lies and says he can – not wanting to appear stupid or unfit for his job. When the Emperor parades down the road dressed in an outfit that's not there, it takes a little boy to finally announce the truth when he shouts: “He's naked!”

Inclusion is just like the Emperor's new clothes – there's nothing there! Special education bureaucrats, just like the two swindlers, convince parents they're getting something remarkable for their children when they are, in fact, not getting a single, solitary thing. While special education bureaucrats peddle inclusion to save money, the practice is actually penny wise, pound foolish. Yes, school districts save money on early intervention services for young children but then they need to shell out even more funds later when these same youngsters struggle in elementary school and beyond. Research shows that help at an early age greatly diminishes the need for special education in the future.

Don't Get Fooled by Inclusion. It Sounds Politically Correct But Offers Little for Your Child.

Inclusion is like the Emperor's new clothes -- there's nothing there!
Inclusion is like the Emperor's new clothes -- there's nothing there! | Source

Inclusion in Special Education: A Good Intent Gets Corrupted by Bureaucrats

The original intent of inclusion was a noble one – to include children with special needs into regular classrooms instead of keeping them isolated in resource rooms. However, as is so often the case when the government gets involved, things got twisted and corrupted with slick bureaucrats taking the reigns from well-meaning, experienced educators. Crafty bureaucrats seized the opportunity to sell inclusion to a bunch of naïve parents, part of the rapidly growing politically correct crowd, who bought it hook, line, and sinker. After all, what sounds more politically correct than inclusion – treating all children exactly the same regardless of whether they have Down's Syndrome, autism, ADHD, or learning differences?

These parents – already vulnerable and beaten up from getting a recent diagnosis for their children – are willing to accept inclusion because it minimizes their children's need for special help. They think: How wonderful! All children receive instruction in the same classroom together – all getting the same education. My child won't stick out as different. Let's all join hands, sing Kumbaya, and call it a day! Unfortunately, it's not that simple.

Of course, the special education bureaucrats are more than happy to sell the inclusion lie to unsuspecting parents. Inclusion costs absolutely nothing – just throw the child with special needs into the regular classroom and shout: "Sink or swim!" It also creates extremely cushy jobs for other bureaucrats assigned to visit these classrooms – clipboards in hand – to document the progress of these children. The paperwork created from one child with special needs is beyond anything imaginable – seemingly destructing an entire forest! But the reams of paper do nothing to touch the lives of these children and help them progress and flourish.

Rob Reiner Advocates for Real Services to Help Children With Special Needs.

Rob Reiner has experienced huge success as an actor and director. Yet, his greatest impact has been on early intervention.
Rob Reiner has experienced huge success as an actor and director. Yet, his greatest impact has been on early intervention. | Source

Thanks to Meathead, California Leads the Way in Providing Early Intervention Services

Unlike most states, California has made early intervention services a priority – thanks in large part to the actor/director, Rob Reiner, best known for playing Meathead on All in the Family. In 1998 Reiner led the campaign to pass Prop 10, the California Children and Families Initiative. The passage of this initiative created First 5 California, a program of early childhood development services. First 5 California is a proactive organization that offers concrete services for children 0-5 and their families through parent education, coaching for early learning professionals, health and nutrition counseling, prenatal services, and early literacy events.

If your child with special needs is born in California like my son with autism, he'll receive many explicit services such as speech and occupational therapies, small group activities, and one-on-one direct instruction. In the three years my son received early intervention services in the Napa Valley, no early education professional ever uttered the word inclusion. My son attended a regular preschool where he was fully involved in all activities. But he also attended weekly speech and occupational therapy sessions where he received the individualized one-on-one attention he needed to guarantee rapid progress. When starting kindergarten, he required minimal help. The investment in his early years had paid off in spades!

Oregon: Putting All Their Eggs in One Basket

Make no mistake about it, those with degrees in special education know full well that inclusion is not the one-size-fits-all solution for children with special needs. But many of them go along with the inclusion lie because they're no longer acting as educators looking out for the best interest of young children but bureaucrats looking to keep costs low. This is especially true in states such as Oregon that have limited funds for early intervention services.

I experienced this for myself when we moved from California to Oregon and I began working as a preschool teacher. The early intervention services my son received in the Golden State were not here. I had a child with Down's Syndrome in my class and inherited his whole team of early intervention specialists. They visited, interrupted my class, filled out paperwork, but offered no services to this child who clearly needed one-on-one speech and occupational therapies. His parents were so thrilled that he was just “one of the guys” that they were willing to forgo the special help he desperately needed. The early intervention team did nothing to convince them otherwise. These adults squandered that once-in-a-lifetime opportunity for early intervention services.

Parents need to get informed and push for the services their child needs. Ninety percent of the brain develops from birth to 5 so there's no time to waste.
Parents need to get informed and push for the services their child needs. Ninety percent of the brain develops from birth to 5 so there's no time to waste. | Source

Over-reliance on Inclusion

Why do you think states such as Oregon rely almost solely on inclusion?

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Final Thoughts

Parents need to understand that inclusion in a regular classroom – if proper – is just one feature of a child's overall program. It should NOT become the entire plan. When early childhood bureaucrats must keep costs low and mislead parents, they're no longer serving as the youngster's advocate. That's why it's crucial that parents read up on services that are necessary for their child's progress and become informed advocates. The services are available from the government but parents must push for them – or get them from the private sector. Ninety percent of a child's brain develops from birth to 5 so this is the time to act and not be conned. Parents beware: inclusion in special education is the biggest lie of them all.

Inclusion Is Not Enough. Find Out What Early Intervention Services Will Help Your Child by Reading This Book and Learn How to Stay Involved.

As a teacher and mother of an autistic son, I know firsthand inclusion is not enough. My child benefited immensely from early intervention services – weekly speech and occupational therapies. I was there every step of the way, learning how to continue the activities at home so my son made fast and efficient progress. This book details how important parental involvement is and how school and home must work together. It's a valuable resource and I highly recommend it to parents.

© 2015 Nancy Mitchell


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    • letstalkabouteduc profile image

      Nancy Mitchell 12 months ago from Bend, OR

      Thanks so much for your thoughtful comments and your work with special needs kids. I agree with you. My son has autism. Who he was at four -- a timid boy who was always stimming, unable to make eye contact, and hypersensitive to touch and sound -- does not at all resemble the confident and competent high school student he is today. He always received full inclusion, but he also got speech and occupational therapies, and I'm forever grateful for that.

    • profile image

      Lady Lilith 12 months ago

      Working with special needs kids, I will have to say I mostly agree with you. All in all, it depends on the child. I have seen children who are fully included with services at home thrive. I have also seen childen in special education classes fail. I think the most important key is to have a good support group who is always looking for the best in the child. Who the child is today, might not be who they are tomorrow.

    • letstalkabouteduc profile image

      Nancy Mitchell 19 months ago from Bend, OR

      Thanks for the support, Bill. I hope someone will benefit from what I learned along the way with my autistic son. He received awesome early intervention services and is doing so well now. I want every kid to have that same experience.

    • billybuc profile image

      Bill Holland 19 months ago from Olympia, WA

      Call it like it is...good for you. Keep screaming from the rooftops. Parents need to know this.

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