Special Education Placements
The Importance of Inclusion
Inclusion as the Norm
Advocacy groups such as The Arc and AAIDD state that:
“Any exception [to inclusion] should be rare and considered only when education in the general education classroom cannot be satisfactorily achieved.”
We support this view while also offering a voice for the “rare” families who fall into this category and do not see or hear stories about children like theirs.
See the full position statement on school for students with disabilities by The Arc & The American Association on Intellectual and Developmental Disabilities (AAIDD).
The legal definition of inclusion is that children with disabilities should be educated in public school classrooms with nondisabled peers as much as possible. Some professionals and parents may consider alternate placements to be detrimental and stigmatizing to the child.
However, there are other ways of thinking about the meaning of inclusion:
1. Inclusion as Belonging: Separate programs can decrease students' feeling different from or "less than" nondisabled peers, and instead offer a sense of belonging.
2. Residential placement can be "inclusive" in the long run: Promotes growth and new skills so students can function to their full potential.
Inclusion as Belonging
True inclusion means so much more than merely being in class with nondisabled peers. Sometimes children feel more included when they attend a more "restrictive" or specialized placement. For example, children with disabilities may feel alone, different, or inferior in a regular classroom, but feel a sense of belonging and truly being included when placed with children who share their challenges.
They feel accepted and included in a community of peers, and express things like, “Wow, these kids are like me!” Their self-esteem thrives, and their anxiety, depression, and shame about their challenges decrease.
It is limiting to think of the "least restrictive environment" (LRE) as primarily a classroom with nondisabled peers. The LRE for one child might be the public school classroom, but for another it might be a residential school. Imposing a "one-size-fits-all" model onto everyone goes against the focus on a child's individual needs. This is required by the "I" in IDEA (Individuals with Disabilities Education Act) and IEP (Individualized Education Program). Note that IDEA requires schools to educate students with disabilities alongside their non-disabled peers as much as possible. This is a strong preference, but not a legal mandate.
Parents often don't know what is possible, what services exist, or that schools are legally required to offer a continuum of specialized programs. Such classrooms or programs are not often mentioned on a school’s website. Parents may not know what to ask for. See Range of Placements section for a description.
Private Day and Residential Placements: Striving for Inclusion
We want to take care to emphasize that we highly value inclusion for children with disabilities. A more specialized placement is not typically the first option for any child. Disability advocates have made great progress on advancing the legal rights for people with disabilities, including the right to be educated with typically developing peers.
Yet, some children with complex needs or severe disabilities require more extensive educational and other interventions in order to learn. For these children, the "Least Restrictive Environment" where they can be successful may be a special education private day or residential school. And parents should not feel ashamed or guilty if their child requires something different, or more intensive, than an inclusion classroom. Every child deserves to have their individual needs met.
“[Residential placement is] an essential part of a robust array of services…[it] is not about the absence of services, but is the treatment of choice for…a small but challenging group of children/adolescents” (Abt Associates, 2008).
Summary
Inclusion is highly valued for good reasons. It prevents children with disabilities from automatically being excluded or segregated. The legal protections are important but may sometimes slow down the process of finding the right placement for children who truly need more specialized instruction.
Parents often face systemic barriers, educators' resistance, and negative attitudes about separate, out-of-district placements. Despite the legal requirement for schools to offer a continuum of placements, parents may feel conflicted about pursuing alternate placements for their child, even when they are struggling.
