When school districts maintain segregated classrooms and separate schools for students with disabilities, such as children on the autism spectrum, this is not an educational necessity but instead reflects outdated and exclusionary attitudes. How children are treated in the schools often mirrors how they will be treated in later life. As with other minorities, segregated school placements lead to a segregated society, whereas inclusion in the earliest years promotes increased opportunity and greater understanding of differences for all involved. A society that separates its children is likely to maintain those separations indefinitely, reinforcing attitudinal barriers to inclusion in all aspects of life.
Educating students with disabilities on an equal basis reflects the fundamental principle of modern democracy that all citizens deserve the right to claim a place in mainstream society. There are many options for inclusion available for Autistic students. Although inclusion encompasses more than simple integration and requires the hiring of additional teachers and other professionals who are knowledgeable about the specific educational needs of Autistics and other neurological minorities, the costs are minimal when compared to the impact of a lifetime of exclusion and underemployment. Providing an inclusive educational program is not only the right thing to do from an ethical and long-term societal perspective; it is also considerably less expensive for the taxpayers than building new segregated facilities, as some school districts have done in recent years.
Inclusive secondary education should include making college planning services available. Contrary to popular stereotypes, many Autistics can and do attend colleges and universities, as do other students with disabilities. Educators and administrators have a responsibility to become more aware of the existence and needs of these students, providing appropriate disability services as needed to enable Autistics and others to achieve success both on the college campus and after graduation. Prompt and effective action to prevent discrimination on the basis of disability is also needed, such as by including disability awareness information in diversity training programs and responding quickly when incidents occur.
Educating students with disabilities on an equal basis reflects the fundamental principle of modern democracy that all citizens deserve the right to claim a place in mainstream society. There are many options for inclusion available for Autistic students. Although inclusion encompasses more than simple integration and requires the hiring of additional teachers and other professionals who are knowledgeable about the specific educational needs of Autistics and other neurological minorities, the costs are minimal when compared to the impact of a lifetime of exclusion and underemployment. Providing an inclusive educational program is not only the right thing to do from an ethical and long-term societal perspective; it is also considerably less expensive for the taxpayers than building new segregated facilities, as some school districts have done in recent years.
Inclusive secondary education should include making college planning services available. Contrary to popular stereotypes, many Autistics can and do attend colleges and universities, as do other students with disabilities. Educators and administrators have a responsibility to become more aware of the existence and needs of these students, providing appropriate disability services as needed to enable Autistics and others to achieve success both on the college campus and after graduation. Prompt and effective action to prevent discrimination on the basis of disability is also needed, such as by including disability awareness information in diversity training programs and responding quickly when incidents occur.
Articles within Inclusive Education and College/University
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"It's Never Too Late" by Kate Goldfield (2007/3/3)
