I was in great special ed schools from age 3 to 13, in 7th grade I was
placed in a combined jr and sr high for disabled in los angeles. there I
could get away with handwritten homework I wrote on the bus, my teachers
did not challenge me, so they located a jr high that was expermenting with
mainstreaming, boy did I have to work my butt off, but I loved my teachers.
I was in regular classes for most studies but had math and homeroom in the
o.h. room (Orthopedically handicapped). I was in a cliche of regular girls.
I strongly suggest that the strides of so many with down syndrome and
Aspergers is due to both early intervention and mainstreaming and parent
groups who show  new parents it isn't hopeless.

Mag

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> [Original Message]
> From: Bobby Greer <[log in to unmask]>
> To: <[log in to unmask]>
> Date: 10/9/2005 10:33:34 PM
> Subject: Re: New member
>
> Deri,
>
>         Special Ed. may npthallenge "lil' willy". The te teachers may be
> "baby sitters" who do  not challenge the children in academiics. This was
my
> experience in special ed. as well as thhe classes I have observed.
> Your presumption appears to be that the special ed. environment is always
> optimal, when that is sorely not the case over here.
>
> Bobby
> ----- Original Message -----
> From: "Deri James" <[log in to unmask]>
> Newsgroups: bit.listserv.c-palsy
> To: <[log in to unmask]>
> Sent: Sunday, October 09, 2005 8:39 PM
> Subject: Re: New member
>
>
> > On Monday 10 Oct 2005 00:59, Kathleen Salkin wrote:
> >> That's a good point, Bobby, as the only interaction I had with other
> >> disabled people were at school.  My parents raised me to be
> >> independent, and I think they saw the schools for people with
> >> disabilities at the time as not fostering independence so they sent
> >> me to regular schools after I left elementary school.  My mother,
> >> particularly, felt that other parents tended to treat their children
> >> as babies, not as maturing kids.  (which as I recall, wasn't too far
> >> off in a lot of cases)
> >>
> >> I think it's absolutely vital for disabled children to go to school
> >> with able-bodied kids and learn to interact with everyone, not just
> >> other disabled people.  Otherwise how will they learn to function
> >> well at school or work?
> >>
> >>
> >>
> >> Kat
> >>
> >
> > Hi Kat,
> >
> > Sorry I have to disagree here, you make a good point about the
importance
> > of
> > education for children with disabilities, but I fail to see why its so
> > important to "mix" with able-bodied kids. Are you argueing that somehow
> > mixing with non disabled people is better than mixing with the disabled,
> > that
> > a disabled kid can learn more by mixing with the able bodied?
> >
> > I would have thought that the important issue is whether it is a good
> > school,
> > not whether it contains able bodied kids. Usually a better education can
> > be
> > found in small class sizes, with dedicated teachers, using approprate
> > assistive technologies, these are more often the norm in special
education
> > schools than the main stream.
> >
> > I sometimes think the panacea of "inclusion" in education is primarily
> > advantageous for the taxpayer (its much cheaper to shove a few ramps
into
> > a
> > local high school and hire a few extra "teaching assistants" than pay
for
> > a
> > kid to board at a purpose built school with class sizes of 7 or 8).
> > Secondarily it may have an advantage for the non disabled (they may
learn
> > its
> > rude to stare!!). But where is there an advantage for the disabled kid?
> >
> > There seems to be a presumption that if you do not put disabled kids in
> > "regular" schools they won't learn the necessary social skills for life
> > after
> > school. This doesn't stack up either, since its reinforcing a
> > misconception
> > that the interactions which occur within a large group of disabled kids
is
> > somehow not as good as interacting with a similar sized group of non
> > disabled
> > kids. Of course, integration with the rest of society is a worthy goal,
> > and
> > good Special Ed schools should address that, but it should not become
the
> > only focus.
> >
> > I would posit that the yard stick for measuring success in the field of
> > disabled education, should be less based on whether "little willy" goes
to
> > the local high school, but more on whether "little willy" has received
the
> > best education for him to reach his full potential.
> >
> > Of course, in my case, the best Special Ed money (the State) could buy,
> > didn't
> > stop me becoming an opinionated lunatic!!!
> >
> > Cheers
> >
> > Deri