[nfbmi-talk] integrated vs. segregated settings

Mon Jun 18 04:37:29 UTC 2012

Hi Matt,

Thank you for this.  I think it says a lot.  Reading this confirms, for me,
my view that the setting is less important than the enlightenment of those
running the school or program.

Again, thank you for sharing your experience.

Warm Regards,

Fred

-----Original Message-----
From: nfbmi-talk-bounces at nfbnet.org [mailto:nfbmi-talk-bounces at nfbnet.org]
On Behalf Of Matt Sievert
Sent: Sunday, June 17, 2012 9:21 PM
To: NFB of Michigan Internet Mailing List
Subject: Re: [nfbmi-talk] integrated vs. segregated settings

Group,

I have seen segregation work for and against me while going through the
public school system.

In New York I had the vi instructor come around and visit. I had OM
workshops, large print books, and dark ruled paper, and no purple dittos.
However, I participated in regular classes including gym. Which included
learning how to use a combination lock, since that is what was built into
the gym lockers at the time. I was also expected to run just as far as the
sighted kids. As far as projectile sports. Alternatives were found, after I
gave it my best shot to see how well I could do at softball or soccer, or
whatever the activity of the day was. If all else failed there was laps
around the field or other physical activity, but it was always nearby or
including the regular class. I went to mandatory school sanctioned swimming
lessons with everyone else.

In Arizona I got the vi, no OM and I got stuck into a special gym class with
the "exceptional" people. This was an issue that I know has affected my
physical growth ever since. Not until after college did I start to
understand how I could participate physically in activities which in turn
helped me become more fit and functional.

If I knew what I knew today I would have at least wrestled in high school.
My middle school in New York kept hinting I should try that sport out, but
my family moved to Arizona and I ended up in a gym class with all the other
special folks at my highschool.

In Missouri where I finished out my high school years. There was no vi, and
no om. Instead I was assigned to spend one hour during my senior year going
to the special classroom for any tutoring I needed. Which a lot of time
consisted of me asking for a pass to go to the library so I could get away
from the noisier students in the room.

So, I had a mixture of experiences with integration/segregation in school.

I know I yearn to interact with more blind folks. Since I don't see many.
However, I live and work in a sighted world. Where everyone expects you to
have good vision, or your an anomaly.

If I had children who were disabled. I would do my homework and try to
locate in an environment that had services in place to take care of the
physical disability, while allowing the child to interact with everyone else
in both the social, and learning aspects associated with growing up.

I can't stress how important it is to carefully monitor the difference
between "helping" the child and letting them "be a child". From both the
educator and the parent stand point.

As a parent I would seek out the weekend workshops, even if they are in
different states to attend and learn from other parent's about their
techniques and what to expect and ask for from their children and their
children's educators.

Thank you for your time, and I wish you all the best.

Matthew Sievert

On Sun, Jun 17, 2012 at 8:43 PM, Fred Wurtzel <f.wurtzel at att.net> wrote:

> 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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> > mc
> > ast.net
>
>
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