Thanks to IDEA, disabled kids are no longer isolated from peers at school

Cache County School District has 13,291 students enrolled. Between 115 and 120 of them are students with disabilities.

"I had the first class in Cache County School District that mainstreamed children with disabilities,"said Tyrus' teacher Susan Green. The implementation of the Act has improved over the years. At first the children in Green's class were still segregated. The only activities they had with their mainstream peers were assemblies, recess and lunch; but even then they remained in their own separate group.

"Now the mainstreaming is more individual with the assistance of aids," said Green. More one-on-one mainstreaming has broken down the wall of misunderstanding and fear. Respect and friendship now develop as all the children work and play side-by-side.

"Last week [Tyrus and I] were at Aubrey's dance class when two little girls came running into the room. When they saw Tyrus they yelled, 'Hi Tyrus' and then came over and sat with him - one on each side. They were really happy and pleased to see him," said Tyrus' mother, Judy Kurtzman. Positive encounters like this have occurred often outside of school.

"It's obvious the kids [in Tyrus' school] are given the impression that Tyrus is a good person and that he should be treated with respect like all the other kids," said Kurtzman.

"I learned they can do anything I can do,"said Brianne Falslev, a student from Summit Elementary School. The mainstream children learn to be free of fear when they interact with children with disabilities. They see differences as a normal part of life.

Within the county there are two types of classrooms set up to help children who have some level of learning disability. The Resource classroom is for those students who need a little extra help in a subject to keep up with the class. They usually spend an hour a day in the resource classroom.

The Life Skills classroom is created to help implement the IDEA Act. It is set up for children whose disability requires them to have consistent help with such topics as math and reading. "They spend more than half of each day in special education services," said Green.

The lesson plans for Tyrus are guided by his Individual Education Plan (IEP). Each year Tyrus' parents, teachers and specialists meet together to set new IEP goals after reviewing the previous year's progress. "I think it's helpful. [It's a] formal time to review how [Tyrus] is doing, what the goals for the future and how they plan on addressing those goals. It helps us implement the goals at home," said Tyrus' father, Doug Snyder.

"Not all schools in the district have Life Skills classes. Regular children really miss out on that experience, which is sad. I think it helps when they get out in the community and life because they are used to being around kids who have different abilities," said Green.

Of the 12 elementary schools in the Cache County School District, 50 percent have a Life Skills classroom. When the child's school does not have a Life Skills classroom, they are bused to one that does. Each elementary school has a Resource classroom.

"I don't know how the teachers do it? Parents love the program but its hard work for the teachers,"said Suzanne Falslev, a mother of two elementary age children.

"[Teachers] who take these children and spend their lives trying to give them a quality of life are incredible individuals. They are angels,"said Kurtzman. "We must focus on the needs of our teachers not just the children."

Every legislator of education law should have a council of experienced teachers to prevent them from creating acts that load unrealistic expectations on teachers. If the lawmakers are not careful, they may load teachers down so heavily with additional reports and testing requirements that it drains them dry of their enthusiasm and love of the teaching.

AND THEN IT SAYS: Brianne Falslev and Aubrey Snyder enjoy the reading chair. / Photo by Shauna Leavitt

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