Fighting Forced Graduation

By Janet Walk

I wasn’t naive. When my daughter entered the district’s developmental preschool in 2009, I knew school would be different for her–and sometimes harder. I knew there would be special meetings and special classes. 

But I had assumed that her schools, teachers, and I would all be working toward the same goal of helping Lindsay prepare to learn, grow, and become the best version of herself. Now, I’m not so sure. 

One thing I do know is that my daughter and other students with disabilities need Champions.  

Lindsay is funny, smart, and a great friend. She also has Down Syndrome, a disability characterized by delayed learning. 

She is 18 now, the age many typical students expect to graduate from high school. But as a delayed learner she needs more time in high school to prepare for postsecondary opportunities–time allowed by the federal Individuals with Disabilities Education Act (IDEA). (The federal law requires school districts to provide services to students with disabilities until they’re 21 or 22.)

Her school disagrees. Instead, the school is relentlessly pushing her toward early graduation and Vocational Rehabilitation. A decision that is not only shortsighted—it is unjust. 

IDEA allows for extended educational opportunities precisely because many students, like Lindsay, need more time to fully develop academically and socially. Simply pushing students through modified classes, handing out inflated grades, and calling it a “free and appropriate education” is neither appropriate nor free in the long run—it is a disservice.

My Turn to Fight

Year after year, we’ve struggled against diluted general education classes and special education courses aimed at the lowest common denominator. (An ‘A’ in Algebra doesn’t mean much when teachers wait until May to begin discussing fractions and algebraic equations.)

Through the years, we’ve called on intervention specialists, disability rights advocates, attorneys, and even a state senator for help. 

Again and again, the very people entrusted with my daughter’s education seem more motivated to consider budget constraints, procedural efficiency, or arbitrary timelines than her journey.

But she deserves more. All kids do. 

I know our story isn’t unique. Thousands of families across our state are facing similar struggles.

And this is why I’m an unabashed advocate for students with disabilities. Because all children–including my precious daughter–deserve the opportunity to learn, grow, and become the best versions of themselves in schools that see and prioritize their potential.

* UPDATE: My daughter was eventually allowed to continue her education for one additional year but after a significant battle.