The task of navigating the special education system to mainstream a disabled child can be daunting, but, in the end, rewarding for both the child and parents.
By Sherry Beckman/Special to The Malibu Times
Johnny Bartz sits in the cafeteria sandwiched between boys and girls his age. As they eat, they exhibit the effortless table manners one doesn’t usually associate with five year olds. When Johnny reaches his hand across the table to pluck red grapes from another boy’s tray, the act goes mostly unnoticed. Mostly, that is, because Johnny is personally supervised by a behavioral therapist, who apologizes to the other boy and reminds Johnny that he needs to ask first.
Johnny is a 6-year-old boy, blonde, alert, with a strong athletic build. He also has autism, a developmental disorder that manifests itself as a lapse of language, social and motor skills. This week marks Johnny’s foray into mainstreamed education at Juan Cabrillo Elementary School. Mainstreaming immerses special needs students into traditional kindergarten classrooms, giving them the opportunity to participate in a less restrictive environment (LRE). In addition, these students continue to receive specialized services from trained teachers whose goal is to help them achieve competency in such areas as balance, coordination and concentration.
Spongebob lunchbox in tow, Johnny sees the other children rise from the cafeteria bench and make a line out the door. He takes in the pattern and follows.
“The reaction from the other children has been positive,” says Johnny’s kindergarten teacher Nancy Breslin.
Pat Cairns, principal at Juan Cabrillo, agrees that the socialization provided by a mainstream classroom not only enriches the special needs child, but also teaches classmates acceptance.
“One of the important lessons all of us must learn in life in order to be successful is to be understanding and compassionate for others,” Cairns said.
Malibu parent Kimberly Bartz is a former business owner with smoky eyes and the sunny exuberance of a beach lover. For her, mainstreaming Johnny is a victory. A mother to five boys, two with autism, Bartz has spent most of her parenting years in active pursuit of support and services for her family. Johnny’s placement comes after a long trail of meetings with school district representatives, assessments and evaluations by numerous therapists. This is not to mention the searing impressions of discrimination that she has faced in the community simply for having a child who behaves differently than the rest.
Like many children diagnosed with autism, Johnny had a normal birth and infancy. At 18 months he could say “elephant” and “dinosaur,” and played peek-a-boo with his older brothers. Then his parents began noticing changes in his sleeping and eating patterns. He regressed in many regards almost overnight. He stopped talking and responding to language, isolated himself and developed repetitive, impulsive movement patterns.
More than 10 percent of the student body in the Santa Monica-Malibu Unified School District receives special education, according to the 2001-2002 SMMUSD Special Education Data Report. Forty percent of children served by the California Department of Developmental Services suffer from autism, making it the fastest-growing disability in California.
Families dealing with a disability have higher levels of stress than other parents. In addition, the pressures of locating appropriate services can be daunting The Individuals with Disabilities Education Act (IDEA) requires the public school system to develop Individualized Education Programs (IEP) tailored to satisfy the needs of every disabled student. However, reaping the benefits of these programs is not achieved without dedication and endurance. In a recent study, Dr. Kate Scorgie, Ph.d. in special education at the University of Alberta, cited “the system” as the real handicap. For parents, it can be an obstacle course difficult to hurdle.
To navigate the infrastructure of their school district and represent their specific goals, parents are urged to seek the help of an advocate. The Bartzes, for example, were particular in requesting local education in their IEP. Like many other Malibu parents who commute, a solution involving daily trips in and out of Santa Monica was neither realistic nor considerate of Johnny’s siblings.
The first point of contact in the area for early intervention, advocacy and emotional support is the Westside Regional Center in Culver City. After the age of three, parents work directly with the school district.
“The person who was most valuable in getting me through all this was my advocate,” Bartz said.
Earning a mainstream kindergarten seat for Johnny has been a long-awaited challenge, but the real rewards are the acceptance and support from the community that have been gained along the way. Now, watching as Johnny joins his class on the playground, Bartz beams incredulously, “I feel like I have died and gone to heaven!”