Kelly Custer teaches horticulture students at River Terrace Special Education Center in Washington, D.C. Photo: Grey Korhonen/Atlantic
After years of “inclusion,” only two-thirds of special-ed students earn a regular high school diploma. Those with intellectual or developmental disabilities are even less likely to complete high school. As adults, most are unemployed or underemployed.
Now, “specialized workforce academies for students with intellectual/developmental disabilities are growing in popularity,” reports Alia Wong in The Atlantic.
At the River Terrace Special Education Center in Washington, D.C., mentally retarded students who’ve completed a mainstream high school train for jobs in plant care, hospitals and hotels.
When they’re in the classroom, students learn soft skills—What does it mean to have a job? How do you keep a job? How do you deposit a paycheck?—and practice their work tasks in retrofitted classrooms. (Students in the hospitality track, for example, learn how to prepare a basic meal, make a bed, clean a bathroom, and load a laundry cart in a room that’s equipped with a bed, a hotel-like bathroom, a washing machine, a dining table, and more.) But students spend most of their days doing internships in their respective industries, all of which are paid.
Adrian Bland tried various jobs at Embassy Suites — housekeeping, laundry attendant, dishwasher and door person — before deciding she likes to be a porter. A June graduate, she’s been hired for a permanent job.
“Many of [my students] have experienced school as a place where, academically, they’re left out,” said Kelly Custer, who teaches in the horticulture track. “In previous experiences they were the ones that were doing very poorly in class; now, they’re getting 100s in their classwork, and you can see . . . it changes their confidence—and that spills over to the worksite.”
Workforce academies are controversial, writes Wong. Some critics value inclusion above all. Others complain “the programs pigeonhole severely disabled students into a vocational path and as a result never encourage them to consider college.”
Some colleges offer special programs for intellectually disabled students, she writes. However, these focus on social skills, not preparing students for jobs they might be able to do as well as anyone.
Some River Terrace students have exited 13+ years of mainstreaming without having learned how to read. Half didn’t complete their year-long program this year and only five got permanent jobs. Should they rest consider college?
Most young adults with significant disabilities can work in non-sheltered jobs, according to the Collaboration To Promote Self-Determination.