A few months ago, I wrote about my son’s new school placement, a Special Education program for children with more “behavioral support” needs than a zoned school can supply. (Translation: “your kid is a handful and we’ve exhausted our resources.”) I expressed my hope in that blog that my son would find his tribe, peers with whom he could share the challenges of being a twice-exceptional kiddo in a public school. After 8 weeks in this program, I can safely report that he has not found peers, and he is more stymied than ever by expectations that he behave in a certain way. There are other kids who share his “behavioral” challenges, but there are, as far as I can tell, no other gifted kids in his class, and he has not yet been allowed to return to the gifted classroom.
As is true of lots of kids / people, my son’s brain clicks in before his body follows directions, but he also has the benefit of a surprising vocabulary and impressive cognitive skills. If a teacher directs him to do something, he’s
just as more than likely to ask by what authority the teacher dares to ask such a thing as he is to comply. On his first day of school, he responded to continued requests that he raise his hand before speaking and asking questions with “you’re getting in the way of my Freedom of Speech!” This sort of self-advocacy is going to serve him well when he’s an adult, but it’s not well-received now, especially in a system that values / teaches / demands compliance. So here’s the wall he’s up against: learn to mimic behavior you think is more appropriate to sheeple, or fight an oppressive regime; do what the adults tell you to do, or negate your self. (I can hear you thinking “no 9-year-old thinks like that!” Mine does, if in different words. He’s awesome.)
And what about the argument that in order to learn to get along with other people in groups he needs to learn to get along with other kids at school, to “control himself” in this classroom so he can do the same in other environments? To that I say: there’s “getting along” with people and there’s compliance. What is required at school is compliance, following adult directives with no questions, moving with the masses in a predictable rhythm, never causing a stir. Maybe that’s a bit extreme, but the program he’s in right now is all about learning compliance, and I don’t want my kid to learn compliance. I want him to learn to fight for himself and others (although maybe with more tact, strategy, and well-developed talking points). I really love Amy Golden Harrington‘s take on this, especially as it relates to the asynchronous development of 2e kids: “Social conditioning and school indoctrination get into children so early and are reinforced by the adults around them without examination as to its efficacy. Mainstream parenting and schooling work in concert to suppress individuality and promote conformity. So many children are unaware of what life could be like when they are respected for who they truly are not how well they conform, behave and fit into the box.” (See her essay “I Forgot to Socialize My Kids.”)
Compliance is especially fraught with peril in Special Education. What is “expected” (such as behavioral objectives) is ableist for many reasons. The most problematic, ableist issue we’re dealing with right now is this: kids who can’t “behave” should be taught to “behave” before they can be allowed to do brain work. Kids who can’t “behave” and disrupt the learning of other kids need to be removed and segregated from the kids who can “behave” so the kids who can “behave” can learn without interruptions. And we’ve been told (and bought into for a while) that “his behavior is getting in the way of his learning.” Note the logical fallacy at the core of this angle: one can’t learn unless one “behaves” in expected / accepted ways. So how do I reconcile that with him teaching himself *everything* about the presidents at age 5 whilst bouncing off everything solid enough for a good bounce? I call foul. He learns when expectations match his skill set. He doesn’t check the bevavior-meter before deciding what to memorize or investigate next.
So this has been my son’s path: gradual addition of restrictions ultimately ending in a segregated classroom of just a handful of kids who go about their days constantly getting in trouble because expected behavior is not available to them. And they learn new tricks from each other and have conversations about how they ended up in this place. When my son shares these conversations with me, they sound suspiciously close to “what are you in for?” These kids go to school each day to practice behavior. In other words, they go to school all day to practice the thing they struggle with most. And while ableist society might argue that this is a good thing, an environment set up to help kids learn control, we need to recognize that this is a deficit-based education for kids like my son (and probably many others), kids who could do more with their brains if not constantly under fire for behavior. We should all have the right to a strengths-based education, don’t you think?
So tomorrow we will withdraw him from public school. This has been a complicated decision, made difficult because we–his parents–recognize that his current placement is not an oppressive regime in and of itself. The teachers are very, exceedingly patient. Kids get sensory breaks, and lots of them. Kids who need to stim get to stim and are not shamed for it. As I wrote on Facebook a few weeks ago, I went to visit my son in class one day and found a spinning boy just inside the door. He got up several times while I was there to spin some more, and sat down to do his work when he was done. And on another occasion, another visit, I overheard a teacher talking to this same boy about how much she liked to spin when she was young because it felt good. There was no shaming of this child. There’s yoga during the day, and meditation. Kids learn calming techniques (that is, calming techniques in addition to the stims they’ve already developed for themselves). There are games. There’s no ABA. And the teachers encourage self-advocacy; my son has not been denied the opportunity to speak his mind when he has had the presence of mind to ask for the floor in an appropriate way (meaning not yelling out in the middle of class, not interrupting, etc.) These are GOOD THINGS.
But my son feels broken at school, and that is enough for me to seek a different path. I will be the first to admit that my son has things to learn about getting along with people. Don’t we all? But these lessons don’t have to be coupled with behavioral compliance. This timing is especially ironic; tomorrow I begin intensive training as a Special Education Advocate, and I feel like there’s no place for my own son in our education system. But I’ll have to deal with that later. For now we are going to try a freedom-to-brain approach, and we’ll see where it takes us.