1. Week Two: Parents, the Disability Community, and Inclusive Education February 13, 2007 A-117: Implementing Inclusive Education Harvard Graduate School of Education Dr. Thomas Hehir

2. Willowbrook Reactions  Who benefited from institutionalization?  Did PL 94-142 (IDEA) “fix” the Willowbrook problem?  The Case of the Wagners

3. Parents and the Disability Community and Inclusive Education Importance of parents and educators being on the same path to maximize educational success. In order for this to occur educators and parents should:  Be knowledgeable about the relationship between disability and parenting and recognize that disabilities play out very differently in different families and cultures.  Seek true collaboration that benefits from both parental insights into their children as well as professional expertise regarding education.  Be informed by both research and the experiences of successful parents, educators, and disabled adults.  Avoid contentious litigious relationships.

4. Parents and Educators Maximizing Educational Success This is critical because the decisions made about the education of these children have significant impact on their families and their future.

5. The Relationship Between Disability and Parenting  The impact of having a disabled child.  Varies and is apt to change over time.  Is influenced by type of disability.  Is influenced by interactions with other parents.  Is influenced by culture.  Is influenced by interactions with professionals. “Had they not believed in my inherent normality and potential, and had they not had the good fortune to meet professionals who also believed in the inherent normality of blind children, our relationship, my view of myself as a person who is among other things blind, my life would be totally different.”

6. The Relationship Between Disability and Parenting  The impact of having a disabled child.  Varies and is apt to change over time.  Is influenced by type of disability.  Is influenced by interactions with other parents.  Is influenced by culture.  Is influenced by interactions with professionals. “Had they not believed in my inherent normality and potential, and had they not had the good fortune to meet professionals who also believed in the inherent normality of blind children, our relationship, my view of myself as a person who is among other things blind, my life would be totally different.”

7. Educator/Parent Relationships  Problems  The cult of expertise  Professional exploitation of parents, and the assumption of advocacy  The tension between specialists and generalists  The assumption that all parents experience the same disability in the same way  The assumption of being adversaries; that each meeting is a due process hearing in the making.  More is better  Rush to remediate “Parents and professionals can certainly be powerful allies. Unfortunately, too many professionals-both traditional and progressive- seem to believe that the phrase “parents’ rights” means only the right to listen and agree, not consider and decide." (Ferguson)

8. Critical Decisions Interventions:  Ruosso  The Wagners Accommodations and Access:  Lane  The Wagners