For some students and parents, the special education program at BVH is essential as it provides necessary support and resources for students who need them to excel in school. But now, that all could be changing. Recent discussions in the district involve the “phasing out” of the special education program, starting this year by not offering special education classes for ninth graders in ethnic studies. Next year the district is planning on doing the same thing for tenth grade World History, and then the same the next year for eleventh grade. This would affect special education programs across the district and families that receive academic support from them. Psychology, Sociology and Ethnic studies teacher Laura Lowery shared her experience with the changes and how she feels about them.
“The program is called ‘Inclusion,’ which is great because that means that we are including students with disabilities. A lot of the time they do really well [with this] because they are challenged by their peers and they are not isolated,” Lowery said.
The program aims to include special education students into general education classrooms with some mode of integration between the two. However, Lowery shared some of the potential downsides to the program.
“It can be pretty overwhelming because there is less of a support system. Instead of just having a dedicated teacher, they have one that has to teach general education too,” Lowery said.
There are pros and cons to the changes. Lowery further expanded by citing that it can be very stressful and overwhelming for the students. She feels like she, as a non-special education teacher, may not be equipped to give them the proper support that they need.
“I am not an expert in learning disabilities and I do not have the skills that a special education teacher has to provide that support, so what is concerning is eliminating the special education teachers,” Lowery said.
Teachers who work closely with the students in the special education program also shared their thoughts on the possible change. Special education teacher Wesley Braddock believes the change can be both positive and negative, but it is solely dependent on the student.
“It is happening to give students more of a chance in general education and receive things they have not been able to get. But it is based on each student, as there are some students that I think will prosper and some that will not,” Braddock said.
Braddock expanded on his perspective, explaining why it is important to have the special education program remaining separate to some extent. He believes that it will benefit students more by allowing them to have their own individuality.
“It helps that they have peers of their own and a little more individuality; our special education program is quite large. It does a really good job of inclusion and providing individual classes for each student,” Braddock said.
Fellow special education teacher Darci Comer Davis is completely against the idea, unlike her fellow teacher. She believes that it will have nothing but negative impact and effects on students.
“I feel that these kids deserve their own classroom. They have inclusion in physical education and that works better because it is fun activities, but in the classroom they will not be able to learn [as well] and it is not good for them. They need to be in a learning environment where it is [at] their level,” Davis said.
Furthermore, Davis added how she believes many special education students will feel embarrassed and restricted, suggesting they will feel better in an environment of their own surrounded by students in the program.
“Some will shut down and others will get embarrassed. I do not think they will be able to handle it. These kids thrive in their own environment–a least restrictive one–with their own classroom,” Davis said.
Davis also puts into perspective the feelings of general education students and how they might react to the change, feeling that it takes away from them. She believes that the change will pose unfair to the general students and that they deserve a classroom of their own too.
“I do not think it is fair to them that the special education kids go into the [general education] classroom and take up that time. I feel like they will be cool towards the kids because we have a really good community here, but in the classroom, I do not think it is fair to those kids,” Davis said.
While the changes are still ongoing and not in full effect yet, it is still important to highlight how specialized education and support is important and vital for many students.
