School has started and fall is upon us! I am pleased that for our family the first day of school was as smooth as any I can remember. One of our daughters is a senior in high school. Our other two children (both of whom have Down syndrome) are now in grades 8 & 6 of middle school. We have experienced the transition from elementary to middle school before, and we have been anticipating and agonizing over this event for most of last year. However, when the moment arrived, the teachers and staff were ready and eager to welcome our son to his new school. It hasn’t always been this way for him or for any child with Down syndrome. Progress has been made. How pleased we are that we are no longer facing the question of whether it is appropriate for a child with a disability to go to school with non-disabled peers (as we faced just a few years ago). Now the focus is on how we can work with school personnel to make the placement successful. We recognize that in our school system our daughter helped to pave the way. Some of the teachers’ fears and concerns have now dropped away. Experience is a good teacher for parents and professionals alike. We have found that a willing attitude, good teaching techniques, and parent/professional collaboration are key elements to success. I know that this is still the first month of school. I know that it is not this pleasant for everyone. But it seems that all too often we tell the horror stories, without the recognition that progress is being made.

Currently, we in the disabled/support community are also hearing of the tumultuous changes being proposed by Massachusetts’ State Legislature and Board of Education. Some people feel special education as a system of services doesn’t work, is too costly and wasteful.  Some think we are spending too much on kids who are not worth it, and that the standards for children with special needs are too high. (It’s ironic that many also feel regular education standards are too low.)

My family’s school district recently published a new mission statement. It states that we are working together for the maximum possible development of all children who are students in our schools. Perhaps we all need to remind the legislators and policy makers that every child needs the opportunity to learn and grow and reach his or her own maximum development, whether disabled or not. Educational standards are never too high when they mean that children with special needs, so easily discarded in the past, now have a real chance to learn, grow, and thrive.

Reform in state laws or regulations must continue the progress and enhance the ability of all children to become full participating citizens. Anything less will force us backward to ways long abandoned. Let us stand only for responsible reform and insist on high standards for all children.

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