As the Lost Becomes the Found
September, 2024
A few weeks ago, as I went to let the chickens out into the goat area, I found Henny, the lone mature Rhode Island Red chicken, being attacked by the adult Barred Rock chickens. While the Barred Rocks are really very sweet with visitors, they seemed to have it in for Henny. The younger chickens - whom I had hoped would form some sort of bond with Henny because they were also Rhode Island Reds—quickly ran to forage with the goats when the door was lifted. They were clearly not interested in Henny or presenting a united front. I shooed the other chickens out to follow the rest and shut the door to give Henny time to eat and relax without the others picking on her as they had done for weeks.
As I sat with her, making sure that her wounds weren’t re-opened since the night before when I applied a salve/isolated her in her own coop, I realized I had to make a change. This chicken needed a different home. As much as I tried to keep her safe and a part of the flock (and I tried many tactics), she was clearly not thriving. She deserved to have a fair chance - even if it happened to be in a new place that wasn’t as open as Helping Friendly Farm. I had to do what was right for Henny and remove her from the flock. Although I tried to make it work, it was no longer an appropriate environment for her. My friend offered to take Henny to live with some baby ducks in a little enclosure on her farm. The enclosure was much more restricted in area and grass than Henny was used to having, but knew it was the right thing to do.
As a teacher and a mom, I have come to realize that sometimes what seems like a more restrictive environment can actually be freeing , and even allow for growth that wouldn’t be possible in a different setting. Henny got me thinking about special education and how an appropriate learning environment can make all the difference for our children.
The United States’ special education law, IDEA (Individuals with Disabilities Education Act), ensures that all students are entitled to a free and appropriate public education in the least restrictive environment. What that means and looks like differs with each case. The “I” part of IDEA is important for that reason. No two children are the same and, as such, their individual needs differ greatly. For example, just because two kids have autism, doesn’t mean they present with the same challenges and gifts. Schools are supposed to bear the burden to make sure that each individual student receiving special education services is learning in the setting that best maps to that learner’s specific needs and strengths. “Supposed to” are the key words in the previous sentence. As well intentioned as an IEP team at a school may be, they are not infallible. The team is not complete without parent involvement - and that involvement is often the means to getting appropriate placement and services for students with disabilities.
Sure, it would be nice to have all children placed in an inclusive class where everyone can learn beautifully together no matter what their cognitive, physical, and psychiatric complications may be. Inclusion, when done correctly, can be wonderful. I strongly believe that students with IEPs should be integrated in the general education setting. However, sometimes there are students who will not thrive in the general education setting, or even in an inclusive classroom. These learners, while in the least restrictive environment for most, may not be in THEIR least restrictive environments. What can seem like a restrictive environment to some can actually be one that empowers students to feel more free. Sometimes, the kid who is embarrassed to contribute in class discussions in a large group setting because of a disability, ends up being a leader in class discussions when placed with a small group of peers with similar needs. Sometimes students who are relentlessly bullied at their home district school may need to transfer to a non-public school. Sometimes, a child who doesn’t connect with ABA does better with homeschooling. Nothing in schooling, or life, is permanent.
As parents, we may feel like each placement is a life sentence, and it’s ok to grieve for what could have been. I have experienced the range of emotions that came with knowing my child was not okay in her school and all that went into finding the right fit. And when it happened again and she required another placement change in order to thrive, I relied on all of my emotional strength to fight for what she needed. I continue to find comfort in the myriad of opportunities out there for students to receive an appropriate education for whatever their present needs may be.
This is not to say that most students with disabilities are not in the correct setting - it’s just a reminder that you, as a parent, are a vital part of your child’s IEP team. No one knows your child like you do. Your parental rights are enmeshed in IDEA, including your right to call an IEP meeting at any time, request evaluations, ask for accommodations and modifications which are proven to help your child learn or feel safe in the classroom, as well as ask how goals are tracked and updated. If you are confused by the jargon in reports you receive, inquire what it means. Reach out to someone with whom you feel comfortable talking about disabilities and learning related things. Use your voice to advocate for your children so that there will come a day when your voice won’t be needed because your children have followed your example and learned to advocate for themselves.
Of course, in the beginning of every school year there will be bumps and hiccups. But, by the second month of school, students should have their supports in place and feel comfortable in their learning environments. If they are being lost in the shuffle and their IEPs are not being followed, it is your right as a parent to call a meeting. Document every email and conversation and keep going until there is a resolution that meets your child’s needs. If a child is not learning in a public school environment, even after all the supports are in place, it may be time to ask for a different placement. The term, “free and appropriate public education” ensures that if learning needs are unable to be met in a district school, then the district must pay for private placement, even if that placement may look like it is more restrictive from a numbers or programming perspective.
I was sad when I brought Henny to live at my friend’s place, but she seems happy with the ducklings. Her once plucked feathers have grown back to a beautiful reddish-brown plumage and she is laying strong shelled eggs. She is not free ranging and running with the goats like when she lived at Helping Friendly Farm, but she is safe and thriving in a more restrictive environment which is more appropriate for her.
I wish you all the best this school year. And please know that Helping Friendly Farm is here as a place where you can find peace and belonging, even when those concepts seem unattainable. If you are feeling lost, you can always be found at the Farm.