According to the Washington State Office of Superintendent of Public Instruction, “All students have a right to meaningfully participate in the general education setting, both academically and socially to the fullest extent possible. Inclusion is realized when all students, regardless of their designation to receive special education services, are provided with targeted services, supports, and accommodations; allowing them to learn in the general education classroom, interact with peers, and engage in the core curriculum.”
At the same site, we also learn that in 2019 when inclusionary practices were highlighted and specially funded at the state level that “… Washington was one of the ten least inclusive states in the nation, and while Washington has made great strides in the last two years, we remain in the bottom half of national rankings.”
Of course, every student wants to be included, to make friends and belong with others, to be supported in growing and learning. Some students have very special needs that may be medical, behavioral, academic, developmental, or others. Yet, when Ridgefield School District (RSD) teachers tell the district negotiators they need more support for special education, they make little to no progress. Indeed, the district does not even admit to the loss of staff in this area.
My daughter has multiple, complex needs. She does OK with the support of a paraprofessional aide with her all day in a general education classroom. She made friends and teachers enjoyed having her and both taught and learned with her. In fifth and part of sixth grade, she was placed into “life skills,” a classroom exclusively for special education students, a group with a diversity of needs, some behavioral. Teachers and paras, as well as children, felt unsafe and received little or no administrative support. Among other things, my daughter’s para has left the district.
When teachers and employees say they need support and better training, I believe them. RSD teachers know what they need and have asked for specifics to address this area in their contract negotiations. But the district leaders refuse to agree. Is this how Ridgefield pursues “premier?” Is this how Washington state will improve its record for all students?
I sincerely hope the RSD wakes up and listens to the voices of teachers. Special education needs special attention.
Jill Brown,
Ridgefield
