Dear Ms. Harwick,
Lee County "Inclusion Coordinator"K.P. case; point of contact for Dr. Brunick, ESE Director, Lee County, Florida, complaint dated: January 29th , 2009
I have had some time to re-cap our meeting, Wednesday, February 4th, 2009 regarding changing Lee County Middle school's regarding my daughter, Kaitlyn.
First, I should have never attend this meeting without an advocate after such blatant non compliance on her IEP while attending a Lee County Middle school; August 2008 to January 2009. I had repeatedly notified Lee County District office of my concerns the Middle school was not meeting IEP directives for her goals. Kaitlyn has had a failed first half of 6th grade from a variety of perceptual, cultural and emotional barriers that caused your colleagues to resist the idea of Kaitlyn and students without disabilities sharing the same classroom. The barrier is simply a matter of prejudice, including the belief that only those students with disabilities who are closer to “normal” can or should be included and the belief that the needs of students with disabilities are unique and beyond the reach of general educators. I should be able to walk into any elementary, middle and secondary classroom and observe students with Down syndrome and other cognitive and physical disabilities learning with their nondisabled peers. This practice of welcoming, valuing, empowering and supporting diverse academic and social learning among students of all abilities is called; Inclusive education. Personally, I see it as her civil right.
Inclusive education is more than mainstreaming. Mainstreaming implies that a student from a separate special education class visits the regular classroom for specific, usually non-academic, subjects. Inclusion is an educational process by which all students, including those with disabilities, are educated together for the majority of the school day. With sufficient support, students participate in age-appropriate, general education programs in their neighborhood schools.
Inclusion is a philosophy of education based on the belief in every person’s inherent right to fully participate in society. Inclusion implies acceptance of differences. It makes room for the person who would otherwise be excluded from the educational experiences that are fundamental to every student’s development.
When inclusion is effectively implemented, research has demonstrated academic and social benefits for all students: both those who have special needs as well as typical students. Friendships develop, nondisabled students are more appreciative of differences and students with disabilities are more motivated. True acceptance of diversity ultimately develops within the school environment and is then carried into the home, workplace and community.
A number of studies over the years have reported the various benefits of inclusive education. In 1996, the National Down Syndrome Society published a research report on the inclusion of children with Down syndrome in general education classes. After analyzing and comparing extensive parent and teacher questionnaires, this study found that with proper support and adequate communication between parents, teachers and professionals, inclusion is a favorable educational placement for children with Down syndrome. The study also found that the learning characteristics of students with special needs were more similar to their nondisabled peers than they were different. Moreover, teachers reported positive experiences with students with Down syndrome. They described their students as eager to learn, especially when encouraged, and reported personal satisfaction in terms of their professional achievements. This is documented in Kaitlyn's prior educational settings see attached letters from peers/students.
Literature documenting successful inclusion practices is significant and growing. An analysis by Baker, Wang and Walberg in 1994 concluded that “special-needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings.” Research by Hollowood et al., (1995) found inclusion was not detrimental to students without disabilities. In fact, a national study of inclusive education conducted in 1995 by the National Center on Educational Restructuring and Inclusion (NCERI) reported academic, behavioral and social benefits for students with and without disabilities. The study also concluded that students within each of IDEA’s 13 categories of disability, at all levels of severity, have been effectively integrated into general education classrooms. NCERI also reported positive outcomes and high levels of professional fulfillment for teachers. A number of other studies confirming the educational and social benefits of inclusion for students with and without disabilities.
In May 2000, the Indiana Inclusion Study investigated the academic benefits of inclusive education for students without disabilities. This study concluded that students without disabilities who were educated in inclusive settings made significantly greater progress in math than their peers. Although their progress in reading was not significantly greater than their peers, there was a “consistent pattern” in their scores that favored educating students without disabilities in inclusive settings.
This and other research has highlighted improved academic skills, social skills, communication skills and peer relationships as four of the most important benefits of inclusion. This a clear case with my two children here in Lee county; one included and one self contained. Nondisabled students can serve as positive speech and behavior role models for those with disabilities and students with disabilities offer their nondisabled peers acceptance, tolerance, patience and friendship. As allies and friends, peers can offer support both in and out of the classroom. These findings show that everyone involved in inclusive schooling can benefit from the experience.
The introduction to the Individuals with Disabilities Education Act acknowledges that education in inclusive settings works when the mandates of the law are followed. It states:
Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by:
having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to--
meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and be prepared to lead productive and independent adult lives, to the maximum extent possible;
strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home;
coordinating this title with other local, educational service agency, State, and Federal school improvement efforts, including improvement efforts under the Elementary and Secondary
Education Act of 1965, in order to ensure that such children benefit from such efforts and that special education can become a service for such children rather than a place where such children are sent;
providing appropriate special education and related services, and aids and supports in the regular classroom, to such children, whenever appropriate;
supporting high-quality, intensive preservice preparation and professional development for all personnel who work with children with disabilities in order to ensure that such personnel have the skills and knowledge necessary to improve the academic achievement and functional performance of children with disabilities, including the use of scientifically based instructional practices, to the maximum extent possible;
providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children;
focusing resources on teaching and learning while reducing paperwork and requirements that do not assist in improving educational results; and
supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities.
Inclusive education has also been shown to have a positive impact on employment outcomes. A 1988 study by Affleck et al., spanning fifteen years, found that students with disabilities educated in inclusive settings had an employment rate of 73 percent while those in segregated programs had an employment rate of 53 percent. Ferguson and Asch (1989) found that the more time students with disabilities spent in regular classes, the more they achieved as adults in employment and continuing education. More recently, in its 1997 annual report to Congress, the U.S. Department of Education noted: “across a number of analyses of post-school results, the message was the same: those who spent more time in regular education experienced better results after high school.” As nearly all employment settings are themselves inclusive, involving people with and without disabilities, it is easy to imagine why inclusive education has a positive impact on employment outcomes.
The facts are clear, Kaitlyn was successful in inclusion her entire elementary school years in Lee County, we need to get that back into place properly. All the supports and services Kaitlyn and her teachers will need should be reflected in the IEP. Her curriculum modifications, assistive technology, augmentative communication, paraprofessional support, a behavior plan, staff training, staff collaboration time, occupational and speech therapy. Kaitlyn’s need for these supports is not grounds for a more restrictive placement; efforts must be made to bring the services to the school, through traveling staff or some other means if necessary.
In the fall of 2008 our in-home supports, certified teachers, noted Kaitlyn falling behind in her skills from the prior year 2007-2008, 5th grade. Skills she had were slipping in achieved academics. Her personal attitude in attending school was also sliding behind all prior years, she was verbalizing her friends were not there. Stating; "it's not my fault." In assessing her work we discovered modified assignments to her IEP were not made. That the understandning of meeting the access points to the Sunshine state standards 6th grade for her alternate assessment where not the focus of her education. Her skills slide far below previous years, causing more concerns and additional contacts by myself to the district office for follow up through the inclusion district department. I had attended a FIN inclusion parent training and inlisted Dr. Jill England Inclusion consultant to assist so that Kailtyn's education from prior years was not lost. I do not believe either of these skilled professionals have been invited to help your staff with Kaitlyn.
In our meeting on February 4th everyone at the table appeared sweet, attentive and cooperative as long as Kaitlyn would NOT BE INCLUDED in General Education. I think back to note; you' as the District INCLUSION coordinator' did NOTHING in defense of Kaitlyn's IEP outlining inclusion and prior years success in GENERAL EDUCATION and this now concerns me. In your role for our district it would be my opinion that you would be in support of children succeeding in the general education setting. I believe Kaitlyn does need wrapped around supports as everyone offered to get her back on track but these should follow her track record of success in GENERAL EDUCATION with supports and services. I understand closing doors with all the IEP kids in one section may seem like the wrapping Kaitlyn needs although it is not proven by statistics nor facts and most importantly Kailtyn's outcomes to be the answer for KAITLYN, it's well documented.
I have only two options; allow you time to get a middle school locally willing to take Kaitlyn into General Education with her supports and services as they were put into place in 5th grade. Her last successful year in Lee County Public Schools, or I need to file for Due Process. The law is very clear, Kaitlyn gained in General Education, this gives her the right to continue with success. It is the Districts role to prepare the school staff for Kaitlyn's arrival which the school district has had TEN YEARS to prepare for Kaitlyn to enter Lee County Middle School. When Skyline opened their doors front page of the Ft Myers NEWS-PRESS "INCLUSIVE SCHOOL" Kaitlyn was enrolled into Kindergarten. She has been in that school since she was five years old up to near her 14th birthday. If schools are not prepared, shame on them, shame on you as district coordinator.
Sincerely,
Mary Beth Pringle
CC:
Dr. Brunick, ESE Director
Dr. Browder, Lee County Amisinstrator
Stan Wesser, Florida Inclusion Network
Dr. Jill England, Inclusion consultant
Laura Watts, Hope Haven Down syndrome clinic
Angela Leigh Nathaniel, Program Specialist FL ESE/DOE
Nancy Harris, Kaitlyn's Education Advocate
Mr. Tobler, school board member
Sue Davis, CEID-
ATTACHED:You decide level of importance-letters we received from fellow students in general education.
What we learned from Kaitlyn Pringle
Mrs. Stamps Class/ Cape Coral, Florida
Katie has helped me learn that people with Down syndrome are just as cool as me. I did not think she was a capable as me but she is pretty cool. She has taught me do not judge a book by it's cover. That's because in the inside she is actually really cool.
By Richard H.
Dear Kaitlyn,
I learned people with Down syndrome aren't different. Their abilities don't work like everyone. But that doesn't mean they can't learn or become a normal person. When she likes something she gets happy and laughs.
By: Gregorio
Katie,You have improved over the year. I think that Katie is very intelligent for a girl who has Down Syndrome. I have taught her not to take someone's food even if he offers her his or her food. I learned from Katie how girls with Down syndrome act/ I hope that Katie does really good next year.
By: Casey
Katie helped me by learning that even though she looks different on the outside she is still a regular person on the inside. But at first I did not really like her but now that it's almost the end of 4th grade she is really not different. She was just trying to learn from what we did but sometimes she copied us when we did something bad.From your friend
By: nick
I learned many things from Katie P. I have also taught her stuff. I helped by getting her to her bus on time, I also helped by reading with her in reading class. I taught her not to throw food in the cafeteria.First, I helped Katie get her bus on time, She rides 989 she almost always rides the bus. She always asks me if I can take her to her bus.Second, I helped her by reading with her in reading, We did a skit and she read with us. She didn't read the real story She just said words.Third, I taught her not to throw food in the cafeteria. She threw food all the time. We told Mrs. Rowe. She stopped.I think being in Katie's class helped me get to know her better.
By: Sabrina
Kaitlyn taught me that there are millions and billions of people on the earth. We are all the same. You should not single people out and say that they are different. We are all just people
By: Matthew S.
I've learned from Katie so many things but I think the most important thing is patience., I have learned that it takes patience to teach Katie something and ever since I met her I have done half the yelling at my younger sister. With my sister it takes so much patience to teach her something new. I am really happy I have met Katie.
By: Amber
I learned from Katie that people with Down syndrome are not different. At the beginning of the year I thought she was not a cool person. But now I think differently Just because she is different, nobody needs to treat her differently. She is just a human being like us.
By; Pascual
Katie helped me understand that people with Down Syndrome are like us in their own way.
By: Ellis
Dear Katie,I want to tell you about all I learned from you. At the first day of school I thought I was cool and I used to say "Get away from me". But now I understand that you are a normal person like me. I certainly hope you learned something from me because I learned a lot of stuff from you.LOVE
By: Cristian
Katie has taught me by making me realized that no matter how different she is she is still a very nice person. I think Mrs. P (her mom) was very thoughtful to let Katie be in around regular kids. Even though Katie is different she is still a human being so you have to be kind and treat her with respect. One time I helped her by finding her bus on the chalkboard. (She even thanked me once)
By:Blasia
I learned from Katie that people with Down syndrome are not different from us. Katie is a good friend. She likes to hug people. She likes to be with her friends. I also learned from Katie to be patient with my friends and family. And to not yell at my brothers
By: Desiree S
Dear Katie,You have learned something and we did too. You taught me not to move from seat to seat. I also helped you with lots of things, like finding a book. I also helped with your stuff at the end of the day.LOVE
By: Julia
Dear Katie,You are a great girl. Please stay the same forever. Remember when Julia and I helped you walk faster and go faster in the bathroom? You are like us but slower. No matter what, I'm your friend.LOVEBy:Ariel Dear Katie,We had good times. We had a good time in Kindergarten. You are a really good friend to me. We taught you how to be good, and you listened. I hope we have a good time on the last day of school. I learned from Katie that she has the same ability as me.LOVE
By: Michael
Dear Kaitlyn,Thank you for teaching me to be nice to people. You made me realize over the 4 years that you are sweet. You are kind and I'm going to miss you. See you around.Your Friend
By: Alexie T.P.
Katie taught me she may be different but she is the same as us. Like sometimes, she walks slowly and leaves a gap in line. Sometimes she takes too much home. And sometimes she runs in the hallway. And every once in awhile she copies me.Katie taught me she was the same as every one else but it just takes a while for her to learn. Like once she was doing the same thing as us it took her awhile for her to learn it.Katie taught me not to treat people with Down syndrome any differently. Like at the beginning of the year I stayed far away from Katie. But now I know her better so I am fine and she is great. She is not different at all.
By: Elijah B
Katie has taught me things over the course of the year. She has taught me patience. She has taught me she is different. She has taught me she isn't something to be afraid of. She has taught me she is slower at some things than others. But she is still special
By: Kevin A.
Dear Katie,You are the greatest friend. You have learned a lot of stuff when you came to the class. Do you remember when I took you to the bus? And I helped you catch up in line. All the enjoyable things I do for you are because you are the finest friend. The first day I saw you, I thought you were different than us. Now I know that you are just like us.
By: Tania
At the beginning of the year. I didn't like Katie because she looked different. But then I found out that she has DOWN SYNDROME. It's when your brain forms differently than normal kids' brain. It is hard to understand her, so you have to listen carefully.What I learned from Katie is that kids with DOWN SYNDROME have it hard. So you have to make sure you are nice to kids with DOWN SYNDORME. But it is nice having her in the class.
By; Brooke P.
Kaitlyn taught me how people with Down syndrome are like regular people. But she needs help but to remember not to ignore her. She is a nice person and she might give you a hug in line. She might even slow down the line a little bit, but that's OK because that's her thing, So not push her she is like us.YOUR FRIEND
By: Daniel
Dear Katie and Mrs. P (her mom)The thing I learned from Katie is even though she has Down syndrome she is like everyone else. She can do what she can do it just takes longer for her to learn these things. There's other things that I didn't understand like why she looks so different? Anther thing is, why is she happy and smiling all the time? But I understand not that this is the way she is and that I have to accept and get to know her.There's another thing that she taught me and everyone else is that we have to be patient with her. And that what we do she is going to do and we have to show her good examples. What if we started acting mean to people and disrespectful in front of her? She is going to do it too and then we have to teach her all over again about these things and set better examples. If we don't she is going to do it when she is older and if we baby her she is not going to learn how not to do things. Katie taught us a lot and she taught me that just because she looks different doesn't mean she is that different. Everyone is different and looks different in a lot of ways.So I wanted to say thank you Mrs. P for bringing Katie to our class. I had a great time with her and matured a lot because of her. I love Katie, She's so sweet. I wish she could be in my class next year.Thank you Mrs. P and you KatieLOVE
By: Manushka G
Katie has Down syndrome. But she has taught us a lot. The thing O learned is that people with Down syndrome aren't that bad, but of course she has times when there's a gap in the line or times when she hugs. In the beginning she did every single day. Now it slowed down. I will miss Katie but she is in a good place.
By: Katelyn D.
Dear Katie,Over the year I learned that if you have Down syndrome that you are not different from anybody else. I enjoyed you this year!YOUR FRIEND
By Shannon
