Unless there’s a blatant problem (and sometimes even then), it takes a while to make this decision. And the hold up is not always the school–it can also be the parent.

We have a ways to go, but it starts with advocating for everyone’s right to belong and to have access. It begins by keeping disability in the public eye — not shuffling it away in institutions.

As is with all races and creeds, we are part of a larger whole, but we also feel comfort and defer back to our communities, where we feel most at ease, where we are best understood, and are like others.

Inclusion must exist, as is our right to have our distinct communities. But if Adam doesn’t want to go to a regular camp or a “regular” school one day, that’s his choice. He may say to me one day, “I don’t feel comfortable here.” And that’s just fine with me.

It doesn’t stop me from advocating for hospitable inclusion, understanding, sensitivity and better education in the wake of all those necessary things we must work to achieve in the meantime.

It was probably a poor choice of words on my part. Instead of “IEP” I should have said “individual education plan”, a more generic description opposed to the specific implementation imposed by law on the “IEP”. While it may be true that every child doesn’t “need” this level of support, I think that every child DESERVES it.

While I understand that the IEP as currently implemented serves a valid need in today’s environment, it also fortifies the notion that autistic (and other “special needs”) kids are somehow deficient. My intent is to recognize that every child is different, and has unique potential and learning styles/abilities that should be accounted for .

You say that “the goals of the average curriculum meet [your children's] needs”. I would agree that it may meet their needs in the context of successfully completing school program, but this is an arbitrary goal that isn’t based on the potential and needs of individual kids. I would like to see curriculum based on reaching (and expanding) the potential each kid has, instead of meeting these arbitrary goals. (Like I said, I’m a dreamer.)

I would agree that many (though not all) public school teachers teach differently these days, and really do try to work with each kid’s abilities and potential. I would disagree, however, that the public schools themselves have changed. I don’t think it is ill intent on anyone’s part, I just think that the inertia of the system and the focus on standardized testing makes it almost impossible for meaningful change in a short period of time.

I’m glad to hear Rebekah is doing so well.

Because not every student needs one. The IEP is designed to help measure the progress of a student who is identified as needing more help. The point is to write attainable goals that the child can meet and can be measured since the goals under regualr curriculum or social expectations are unrealistic. I have two children who do not have IEP’s and my Daughter is on autism spectrum and has one. My other children would not benefit from one since the goals of the average curriculum meet their needs. My oldest is recieving enrichment services and does not a more specialized program. Most public schools today do teach to children differently. They are not the same schools we went to and they do relize that all children are different. I do happen to feel it would be a waste of resources to go through the IEP process for every student and unrealistic to expect of the teachers.

“at this time.” Kids change, and no matter what you think will be the situation in the future, chances are very good the future will be very different.

I do agree with this copletely. I would never have thought two years ago that Rebekah could have been interegrated into a regular classroom. Since we have curtailed her self inflicted injuies and worked on her social appropriateness we are going to have her in a regular classroom with a one to one for Math snce this is her strongest subject. I do not know what the future will hold but I celebrate every victory and I know she will continue to surprise me.

My question: Why doesn’t every child have an IEP?

I know it’s all about $$$ and time, but I would love to see our public education system turn into one that provides an individualized learning experience for every kid, beginning in Kindergarten through high school graduation. After all, every child is different, some are just more different than others.

(You may say I’m a dreamer, but I’m not the only one.)

If you had asked me just 5 years ago if Z should be mainstreamed, I would have said, “No, not a chance.” (That is, in fact, what I said.) Five years later, he is a Sophomore at a public high school here in St. Louis County. He has an aid that helps him navigate the day, and he has some accommodations the teachers much provide, but he fits right in with the crowd (though, of course, he stands out [not "sticks out"] from the crowd too).

He’s had some challenges (the biggest being not having the benefit of the indoctrination of 9 years of elementary school), but this setting works for him now. Five years ago, if he had had to go to a public middle school, he would have been lost.