Exploring the Parent-Child Dynamic within the IEP Team

By Guest Blogger Zachary Fennell for Think Inclusive

Think inclusive… about the IEP process and IEP team from the child’s perspective. Tim Villegas does an excellent job here gathering parental and professional insights on educating students with disabilities. Today I hope to add a new comprehensive layer by discussing the student viewpoint. Disclaimer, rather than providing you with answers my post aims to raise questions and stimulate dialogue.

First though, perhaps I should make a proper introduction. I’m Zachary Fenell, an author and freelance writer who enjoys exploring different disability related issues. My interest in disabilities remains personal considering I was born with a mild case of cerebral palsy (CP). In my teen memoir Off Balanced (available on the Kindle and Nook) I share how my CP affected me socially as an adolescent.

Additionally I write articles for The Mobility Resource, an organization with handicap van dealers across the United States. Plus I serve as the Guest Blog Coordinator for Handicap This Productions, a critically acclaimed group attentive on educating, entertaining, and empowering the world on disability orientated topics. Also worth noting I contributed articles to Special Education Guide, an informational website dedicated to covering all things special education.

Read more HERE.

Hanby's inclusiveness provides an education- Hanby Middle School in Oregon

Joyce Rogers said that beginning with her daughter's first day of kindergarten, it was important she be included in a traditional classroom environment.

Now 14, Rogers' daughter Ariel, who was born with Down syndrome, spends more than 80 percent of her day in mainstream classes with her peers at Hanby Middle School in Gold Hill.

"We really wanted an inclusive program from day one," said Rogers. "And she is doing what every other kid is doing."

Hanby Middle School was recognized by the DSASO earlier this month with an Inclusion Excellence Award for its work with students such as Ariel.

Rogers, who works as a reading specialist for the Down Syndrome Association of Southern Oregon, said that her daughter spends each day in the classroom as any other teenager would, a practice that isn't as common in neighboring school districts.

"I can't imagine not running a school this way," said Scott Dippel, Hanby's principal.

Dippel said that while he believes all schools likely make an effort to integrate students with intellectual disabilities into mainstream classrooms, the effort isn't always simple.

"It does at times take a lot of work, and faith," said Dippel. "Some parents are hesitant."

Dippel said Ariel's case was the perfect combination of willing parents and an inclusive school that trusted Ariel would be comfortable in a regular classroom.

"The association told us we were very unique," said Dippel.

Read more of Teresa Ristow's Mail Tribune article HERE.

Inclusive Class Strategies: How Parents and Teachers Can Work Together

Inclusive education was introduced to me almost twenty years ago. After graduating from university as an elementary teacher, I began working for a school system that embraces the inclusion of special needs children in the regular classroom. Their needs have ranged from moderate to severe. I have taught students with conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Asperger’s Syndrome, hearing impairments, developmental delays, and Cerebral Palsy. My classrooms have also included gifted children.

To see more on this article click here.