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As a professional social worker in the field of special needs and the mother of a daughter with autism, I truly believe that special needs inclusion experiences are a basic human right. To exclude those with individual challenges from activities with their neurotypical peers can only be considered backwards thinking. I have always longed for the day when I could have my daughter or child with whom I was working experience a sense of belonging in a variety of environments. That being said, my 26 years of social work experience has taught me that not providing special needs population to mingle with those facing the same challenges is allowing the pendulum to swing in the opposite direction.

 
It is human nature to seek out groups of people with similar feelings and experiences. Whether it is through support groups, book clubs or political parties, people enjoy the camaraderie of being able to share their thought with those who understand. The same is true for the special needs population. While a child in an inclusion program experiences a sense of communal belonging regardless of their individual challenges, special needs child, teens and adults also benefit from the opportunity to participate in specialty programs with their peers. It is a chance to relax and share their collective, but unique experiences which may be specific to their own challenges.
 
 
One inclusion movement trend I have noticed is that families strive to have their child included with peers who they believe to be higher functioning, given the notion that they will learn more appropriate behaviors from neurotypical peers. The result is an unintentional form of discrimination against “lower functioning” children. This is not inclusion, but rather exclusion within one’s group. It is a regrettable occurrence which many professionals working the field of special needs have identified.
 
 
Another concern about inclusion programs is the level of inclusion at a personal level. A parent commented to me recently that their child is usually left out of peer-to-peer interactions and can often be found playing alone in the corner. Another child, a special needs camper at a specialty camp, explained that being at school with “regular” kids made her feel like a “mutant,” whereas the specialty camp was more accepting of her differences.
 
 
These examples speak to some important issues. One is that just because a child has special needs does not mean that he or she is necessarily oblivious to their difference from neurotypical children. Often, these children do have a sense of what is considered “normal” and how they may be perceived as outside the curve. Should we continue to fight to broaden the term “normal” to be inclusive of differences? Absolutely! This does not mean that we should take away opportunities for these individuals to be with their peers who share their challenges.
 
 
Another issue is that though the concept of inclusion should be embraced, our current ways of implementing it with respect to special needs and neurotypical individuals is still far from perfect. Like the child who is left out of play with “regular” kids, special needs children still often feel marginalized in inclusion programs.
 
 
To create an enjoyable and nurturing environment for special needs children, we must first strive to change our beliefs and values of what defines “normal” and recognize that these form the underpinnings of a truly inclusive community. During this struggle, we must not abandon quality specialty programs. These types of programs have been designed to meet the needs of this population with experienced and professional staff, small participant to staff ratios and unique programming to tap into their natural strengths. These activities allow special needs individuals to have an easier time challenging themselves without fear of being ostracized. Lastly, there needs to be opportunities for a program, such as a special needs camp, to provide inclusion activities while maintaining its own specialized structure.
 
 
In conclusion, fads come and go and best practice methods change and evolve over time. While inclusion programs are beneficial to the growth of a special needs child, we must not lose sight of strides we have made over the years in providing quality programs for a specialized population. Let’s continue to embrace inclusion for all within society and true sense of community belonging, but not while abandoning expertise and a sense of being with one’s own.
 
 
 
Michelle Laser, LCSW, received a BA in sociology, Magna Cum Laude, from Queens College, Flushing, NY and an MSW degree at Hunter College of Social Work in New York City. She is currently Program Director of Special Needs at Sid Jacobson JCC.
 
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About Sid Jacobson Jewish Community Center
As the only full-service Jewish Community Center on Long Island's North Shore, Sid Jacobson Jewish Community Center and Bernice Jacobson Day School and Camp, its satellite campus in Brookville, provide a full range of cutting-edge recreational, health, fitness, educational, cultural, arts and social services programs. Sid Jacobson JCC promotes Jewish identity and provides a comprehensive program based on Jewish values, traditions, heritage and culture and is committed to enriching the lives of all individuals and families in our community. Our Centers of Excellence, Gershwind/Jacobson Health and Wellness Center; Ruth and Saul Weinberger Center for Jewish Life and Learning; Waldbaum Family Children’s Center; Edward & Bernice Wenger Center for the Arts; Jack Nadel Social Services Center; Adult Services Center; Senior Center; Buslik/Levy Teen Center are here to provide the best possible services to our membership and the community at large. For more information, contact us at 300 Forest Drive, East Hills, NY, (516) 484-1545 or visit our web site at: www.sjjcc.org