Classes combining disabled, typically developing kids enrich all

As I was working with the students in my pre-school classroom in Seattle, I witnessed an astounding moment.

A 4-year-old child with autism chose a picture of a pretzel from his communication book, stood up and brought it to a typically developing peer who was sitting across the table from him. The child with autism, who is unable to speak beyond a few emerging sounds, was able to “tell” his friend that he wanted a pretzel for snack and the friend responded to him in a natural way. An interchange such as this is only one of several examples that I see during the school day at the early childhood center where I am interning.

Classrooms with both typically developing children and children with special needs are becoming more common within the public school system. Kindergartners with autism are working on art projects with partners, while middle school students with physical disabilities are attending class field trips and high school students with cerebral palsy are participating in science experiments. Typical peers serve as tutors and mentors, not to mention friends and confidants to these students and often play as significant of a role in their learning as teachers and aides do.

By SHANNON CONNORS – IR Your Turn

Full Story: http://helenair.com/articles/2009/04/03/opinions/yturn_090403.txt