From kindergarten to the podium
Published: Wednesday, November 12, 2008
Is inclusion in the public school setting the best education for a child with special needs? As I look back over the past nine years of my son’s education, my answer is—without a doubt—yes.
My son, D.J., is 15 years old with a current diagnosis of developmental delays, autism, and other learning disabilities yet to be diagnosed.
The concept of inclusion was first introduced to me and my husband when D.J. first enrolled in kindergarten at Chesterfield School in Chesterfield. We wondered if it was possible to expect a child that had little to no interest in socializing to learn from other children on how to interact. How did the educators truly expect him to teach his classmates as much as they would teach him? Did an inclusionary aide have the capabilities to work with him, include others into his lessons and expect a bond to create between him and his classmates?
It seemed at the time that we were placing a large responsibility on the teachers, the students and on D.J., as well. This responsibility was not only accepted, but the goal of encouraging social, personal and academic development through inclusion in the classroom was a success.
When D.J. first started kindergarten, whether the children first met him, or already knew him prior to that day, they each made the choice not to ignore him. They included him as much as he would allow. From the start, they consistently provided him with guidance, support and respect. When he recently graduated from the eighth grade, that same amount of support and respect was still present.
As with every parent watching their child graduate, I couldn't help but reminisce. I remembered the fear that I felt nine years ago, wondering if these children would ignore him, make him a victim of bullying or accept him as he was. As I began to wonder how this acceptance came to be, I realized just how amazing this group of young men and women are, and how society could learn from them.
I recall when D.J. learned how to ride a bike at 14 years old. Instead of wondering why he couldn't ride like they did at the average 5-6 years of age (or mock him for not learning at an earlier age), the students all stood at the windows of the front of the school and cheered him on.
This past year, one student asked me if D.J. could join the intramural basketball team. I was hesitant to say yes, primarily because although he was learning how to play ball in his adaptive physical education class. Before this year, he had never expressed an interest in playing a team sport. Was I setting him up for failure? I placed my faith in D.J.’s classmate and not only did D.J. join the team, but with the help of Coach Larkin and the other players, D.J. also had fun.
It was amazing to watch the players stop the game they were playing, pass the ball to D.J., and cheer him on as he slowly dribbled the ball to the basket and shoot until he made it.
At one practice, the teams were presented with a challenge that the team who shot the fewest foul shots had to do extra laps at the end of practice. Each child was given the chance to shoot, and it so happened that when D.J. was up (being the last player to shoot), his team was one point behind. Coach Larkin announced D.J.'s basket would be worth two points. Nobody argued, but instead, every player in the gym rooted him on. When D.J. made that basket, the cheers from everyone were fit for an NBA Championship game.
Those cheers of encouragement were recently heard again at graduation when D.J. received the Presidential Academic Achievement Award. As I watched my son that was once unable to handle the noise of school assemblies go up to receive his award, I realized it wasn't just his classmates and my family that were cheering him on, but the roar of extended applause came from the whole community.
As he waved to the crowd, I knew that this foreign concept of inclusion in the classroom that was introduced to us nine years ago was successful. Through the initial guidance given by the teachers and staff of Chesterfield School, this group of students took a child that went to the beat of a different drummer, accepted him as the beautiful individual that he is, and gave him not only confidence and self-esteem, but they also gave him the greatest gift of all, friendship.
These students became mentors over the years, not only to other students in the school, but they also taught our community that accepting an individual, no matter their abilities, can be a natural way of life. In the world today, we hear so many negative reports about teenagers. Well, the world hasn't met the Chesterfield Class of 2008.
<i>Annie DiSilva lives in West Chesterfield with her husband David, and three sons, D.J., Drew and Antonio. She has been actively involved in her community as a volunteer at Chesterfield School, the Cub Scouts of America, NH Connection and Collaborate for Autism. Annie is a member of the Autism Association of New England, and is currently attending Antioch University in the Autism Spectrum Disorders Certificate Program. As an advocate, Annie plans on establishing a bond between area schools, families and communities, working together to assist in meeting the needs of children with special abilities.</i>