[nfbmi-talk] integrated vs. segregated settings

[Fred Wurtzel]

Larry, you prove the point that the dogmatic ideological notion of 1 setting
over another is a false premise.  The quality of the education is the
important point, not the setting or who is in the seat next to the student.
The less experience with blindness some people have, seemingly, the more
they rant about the positive benefits of inclusion and the negative aspects
of specialized settings.

I'm glad we are on the same team, Larry.

Warmest Regards,

Fred

-----Original Message-----
From: nfbmi-talk-bounces at nfbnet.org [mailto:nfbmi-talk-bounces at nfbnet.org]
On Behalf Of Larry D. Keeler
Sent: Sunday, June 17, 2012 7:22 PM
To: NFB of Michigan Internet Mailing List
Subject: Re: [nfbmi-talk] integrated vs. segregated settings

Lydia, you sure got it!  I managed to get my daughter into MSD and even
though its programs were cut as well she blossomed there!  In fact, she
chose to go to Gallaudet and is working and will move on to Colorado for
more education.
----- Original Message -----
From: "Lydia Schuck" <laschuck at juno.com>
To: <nfbmi-talk at nfbnet.org>
Sent: Sunday, June 17, 2012 6:54 PM
Subject: [nfbmi-talk] integrated vs. segregated settings


> Hi listfriends,
> As a parent I want to give my child the best education I can find and 
> afford.  For blind kids the best might mean a segregated setting for 
> all or part of the day.  I like the idea of inclusive education, the 
> "everyone together" movement, if it gives kids the best.  But I have 
> seen what mainstreaming has meant in Michigan.  There is no 
> residential option at all, and the whole continuum of options for 
> blind kids has been watered down as a result.  Excellent programs are 
> available to a very few students.
> I mention this "everyone together" inclusion model because we may 
> sometime find ourselves struggling to have any special separate 
> services for our kids, and being included may become a higher value 
> than being educated.
>
> Lydia
>
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