When inclusion is what you truly want for your child, know PREP is here to help

It is spring when some school administrators thoughts turn to fall and parents receive some gentle and not so gentle reminders to “next year will you at least consider special education for your child”. Our job at PREP is to support families who want their child to “stay included” and that means in home, at school, in the community and yes, now in the workplace. PREP 4 students are actively volunteering in the community and gaining employment skills. It is only natural that the students who stay included in school will want to continue their journey after graduation.

What guides our work at The PREP Program is our Vision statement. “A society enriched by the inclusion of individuals with Down syndrome. It’s okay to have Down syndrome”.

How we do our work is reflected in our Mission statement: “Creating partnerships and progressive programs to integrate individuals with Down syndrome into society”.

One of the best measures of our progress in achieving our vision and in adhering to our mission is the number of students who stay integrated in our public schools.

It is now common practice that students with Down syndrome stay integrated in regular classes until grade 6 and more and more families are committed to inclusion for junior and senior high. Many of our families can attest to the warm welcome their children have received at their community schools. Most will acknowledge that initially the journey was very rocky with a transition time for family, student and school. It is still common for parents to hear that:

• “your child should repeat ECS” or

• “you really should consider grade 1 for ? days and ECS for ?” or

• “if he repeats grade ______, he will _______”  (fill in the blanks)

• “he will get more help, if we hold him back a year” or

• “there is no way he can make it in junior high” or

• “well grade 7 turned out okay, but there is no way he can….”

The best piece of advice for parents to follow is to expect that their child graduate each year with their class to the next grade. In hindsight many families realize that their child was held back for the wrong reasons which can include any one or all of the following: his or her size, lack of funding, a teacher unwilling to let go, and other issues specific to that student or school.

A few years ago it was not uncommon for parents to realize that their child was indeed “too old” for elementary school. In fact some students’ actually skipped junior high to catch up to peers their same age. This thankfully does not happen as much anymore as educators realize more and more the importance of staying with same age peers.

The benefits of staying with classmates are numerous and the highlights include:

• acceptance by peers, who are comfortable in their relationship with your child and include him as a matter of course

• respectful relationships that encourage your child to engage academically and socially

• being with same age peer as classmates reach the same developmental milestones (e.g., puberty)

• a  core peer group, that by their example coaches your child in the transition to a new grade in age appropriate ways and with socially acceptable behaviour

• peer advocates who model to the new teacher their acceptance of diversity in the classroom

Sadly many parents continue to face the annual stress test of “are you ready to consider other placements”, even when their child is doing well in the regular classroom.

It is supremely ironic that when schools place a student with an inexperienced teacher, fail to assign sufficient education assistant time, refuse to provide specialist support, and/or do not access therapy or community resources; the student gets a failing grade.

It is sad that the student with special needs takes the blame. That same student in a different setting with supports in place could well pass with flying colors.

It is difficult for parents to recognize that truth and harder yet to know what to do when
their child is labeled a difficult challenge. PREP is a safe place to vent those feelings and frustrations to other parents who have gone through the same experience and survived with their child still integrated. There indeed can be calm after a storm!

The key is to not shy away from a conversation with school personnel and insist that you be included in the decision making process. PREP has supported many families in keeping their child integrated for the “right” reasons. Your voice as a parent is the key to changing minds. After all the school do tell you, “it is your decision in the end”.

What may appear as insurmountable challenges on the first look dissolve when all parties brainstorm solutions. PREP has facilitated many meetings where educators are taken aback by the willingness of parents to help and parents are surprised to discover how open educators are to trying new strategies to help their child stay included.

Whether amicable or contentious, typically the decision to repeat a grade or to enter a special education class is left in the parents hands. It is the school’s responsibility to respect the parents choice to have their child stay included and put the necessary supports in place for student learning. Some schools do this very well and others not so well. 

So what can PREP do to help you keep your child integrated from ECS to grade 12? After all, it was the parent input received in 2007 during the strategic planning process that encouraged us to envision inclusion in post-secondary and the workplace.

PREP Links believes that at any age, any grade, and any level, curriculum can be adapted to your child’s learning ability.

The Hopewell Every Child a Reader (HECAR) program believes that reading is a life skill that will open doors to opportunity for our students.

PREP 3 & 4 partners with the Rocky View Student Health Partnership to provide speech-language therapy services. In addition PREP provides occupational therapy services to students in CBE schools.

Family Support advocates for the right for any student to attend PREP, regardless of social, health, economic, or other barriers.

The Board of Directors is committed to a Strategic Plan that embraces inclusion.

PREP staff in all programs are available to lend a helping hand, offer a listening ear, and facilitate meetings.  Conflict mediation is something we are becoming more adept at. After all we have 20 years of “living, learning, and loving” inclusion under our belt. Check out our resource “Win Win Advice for Successful Inclusion”, it is full of tips from our best teachers – parents! These parents pioneered inclusion in Calgary and the results are truly inspiring. We look forward to honouring the largest grade 12 graduating class ever in PREP 4 this spring!

Before the school year ends please encourage your child’s teaching team to plan ahead for your child’s graduation to the next grade. Halt the hesitation of year by year “if’s” and “buts”. Model by your commitment that you do indeed expect your child to “stay included” until he graduates in Grade 12 with his classmates.

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