5. They did what was easy for them, not what was best for Nicky.
The negative consequences to each of these for Nicky scared me. When faced with these problems I have always been able to get his placement changed, but it is not always easy or without consequences. FYI...This is where good record keeping and relationship building skills were essential. I often get asked by parents “How do we find a good placement?” and I always reply the same way. I believe the good placement is not, what worked for any other child but what works for you. In my case I don’t want Nicky in a special day class or a non public school. I want him in a typical education class room all day if or until it no longer serves him to be included. So I had to find a school that supported inclusion of special education students into the general education program. Note that I said “supported” inclusion, not had inclusion. Schools cannot legally deny most special educational children the opportunity to be mainstreamed some or all of the day, however if the administration does not believe in inclusion and they do not embrace inclusion, it’s apt to be a tough road to travel. I had Nicky in one school where he was mainstreamed ½ of the day. It worked good for one year when he had great teachers who ran the program and believed in the societal benefits of mainstreaming. When the teacher retired, the program fell apart because the school administration did not share her philosophy, and overworked frightened general education teachers resented adding working with a disabled child to their already full plates.