Inside a New Orleans School That’s Found a New Way to Help Graduates with Disabilities Work Toward Independence
There are two really good reasons why you should read my latest story:
- Because Duong and Torian, who served me a mighty fine cup of coffee at their school’s coffeeshop, are heartwarming charmers. That’s Torian in the photo above, and he is just that smiley!
- Because the way that New Orleans has restructured services for students with disabilities has game-changing potential. In short, schools can now concentrate on what each individual young person needs to reach their highest potential without worrying that meeting those needs will drain the budget.
Erin Ecklund Clotfelter is the mother of four: 7-year-old twins who were diagnosed with autism at age 2, a 6-year-old recently diagnosed with ADHD, and a 2-year-old. She lives in Minneapolis’ Northeast neighborhood, where her older sons attend Minneapolis Public Schools (MPS).
Clotfelter is the co-chair of the district’s Special Education Advisory Council, a role she took on just as Minneapolis was beginning the process of inclusion. Like many districts, MPS is working to move students with disabilities out of isolated classrooms and in to the same academic programming and social opportunities as their peers.
Most of the headlines involving this sometimes-controversial push have decried the disproportionate number of African-American, American-Indian and Latino children placed in special education for willful or defiant behavior. But children with intellectual and developmental disabilities are often caught in the belief gap, too.
Read Erin’s interview here. Continue reading