Full Inclusion vs. Special Ed

A new year brings a new onslaught of doctor’s appointments and progress reports.  First up:  a status update with our developmental pediatrician regarding our son’s kindergarten inclusion class.

The school year has been pretty uneventful so far—a few bumps here and there—but it did start off with a little clamor.  On the first day of school, my husband and I overheard a mother frantically complain to another parent regarding the inclusion class.  “I have nothing against those students.  But if they don’t move my daughter, I’m sending her to private school!”

Although this woman didn’t know my son or his classmates, she already formed an impression of their abilities. It didn’t matter that my son could read or identify shapes and colors before his second birthday.  Or that he was already adding and subtracting double-digit numbers.  All that mattered to that woman was that he was one of “those” students.

Many studies suggest that children with autism spectrum disorder may benefit from placement in inclusion classes including more social interaction and engagement.  However, factors such as the intensity and duration of early intervention treatment may influence whether a child is placed in a fully inclusive or mainstream environment.

What’s more, neurotypical children may react positively to sharing a class with other types of students.  In a 2000 study by researchers at Georgia State University, kindergarten students with and without autism were paired together in peer-buddy groups.   After completing the program, they found that the students with autism acquired more social skills.  

In addition, the program helped the nondisabled students develop their play skills. “Teachers reported that the intervention was also helpful for the typically developing students in the class who were shy and had trouble making friends," the authors write.

Still, some research suggests that general education classes may be detrimental for some students with ASD without proper support or preparation.

Bottom Line:  inclusion classes aren’t for everyone.  But everyone has the right to that option, according to the Individuals with Disabilities Education Act (IDEA).  Or whatever constitutes a least restrictive learning environment for your child.  And inclusion alone isn’t a panacea for children with ASD, particularly as social cues become more complicated and abstract.

Perhaps my son wouldn’t have been as prepared for this class without the two years of special-ed preschool that harnessed social skills such as initiating conversation, turn-taking or parallel play.

But conceivably, he may have an advantage over some children and adults in academics and other social nuances including glimmers of empathy (e.g. “Did you have a good night's rest?”) and plenty of warm hugs.