With the beginning of summer come many rituals and rites of passage. It’s often a time of great joy and community celebration.
You may have heard the story of Ashlynn Rich, a recent high school graduate with Down syndrome who was segregated during her high school graduation in Georgia.
Conversely, you may have read about Jill Ball, a Colorado high school student who not only participated in but also gave a speech during her commencement ceremony.
What Occurred
Both on the news and in the Maryland Coalition for Inclusive Education’s June 29 Think Inclusive podcast episode, Ashlynn and her mother, Linda Ramirez, share their experience of exclusion and their struggle for inclusion throughout Ashlynn’s educational journey.
In contrast, the Denver Channel 7 report on Jill’s experience paints a different picture—one of inclusion throughout her high school years.
When Ashlynn and her mother addressed the Cobb County school board about the incident, the board apologized, stating that district policy allows families to decide how their student participates in commencement. They claimed the decision to segregate Ashlynn was made with the “best of intentions” by an individual and that it was handled as a personnel matter.
How Does Something Like Ashlynn’s Story Happen?
What differentiates a school where a student with Down syndrome is segregated from one that chooses a student with Down syndrome to address her peers? The answer lies in school culture.
While I don’t have firsthand experience with either school, it’s evident that the disparity in experiences reflects differences in school culture regarding disability inclusion.
Why Is Culture So Important?
A truly inclusive culture fosters a sense of belonging for all students, empowering them to participate fully in school life. When students with disabilities are genuinely included, it leads to feelings of value and respect.
Inclusion benefits all students. Those with disabilities have access to the grade-level curriculum and social interactions with all of their peers, while nondisabled students learn empathy and the value of diversity.
Exclusion harms students with disabilities and the entire school community.
What We See Too Often
There are common threads among non-inclusive schools and districts.
Wearing Families Down
In the Think Inclusive episode, Linda Ramirez speaks of the exhaustion many parents of students with disabilities face in fighting for inclusion. “I did this for 22 years. By the time I got to high school, and after COVID, it was hard to fight. I was going broke with lawyers and advocates,” she tells Tim Villegas.
Imagine spending two decades justifying your child’s worth in their school community.
Low Expectations and Outdated Mindsets
There’s a misconception that students needing significant learning support are better off in segregated settings. This belief stems from a culture of low expectations. However, research proves otherwise. Just one resource is the TIES Center, which works with states, districts, and schools to support moving students with disabilities from less inclusive to more inclusive environments. Their website provides a wealth of data and resources to back this up.
A One-Size-Fits-All Model
Many school systems adhere to a model that accommodates students who succeed in general education with minimal support, while segregating others. This approach fails to recognize the diverse needs and potential of all students AND their value in the school community.
Lack of Genuine Belonging
Even in some districts and schools that celebrate inclusion, what’s sometimes practiced is merely inclusion adjacent. Programs where nondisabled peers earn service hours by befriending students with disabilities are not the same as fostering authentic belonging for those students.
Creating a Culture of True Inclusion
Central to the differences between Ashlynn’s and Jill’s experiences, and many others across the country, is mindset and culture. Despite the Cobb County School District’s assertion that the decision to exclude Ashlynn was an individual’s, a truly inclusive school culture would have ensured she and her disabled peers were included in the ceremony.
We leave room for events like this to happen in places where exclusion is engrained in the culture.
In 2024, including all students in the life of the school community should not be a battle families are forced to fight. It should be a given. Schools and districts must move beyond token gestures and commit to genuine inclusion. This means rethinking policies, practices, and mindsets to create environments where every student is valued and supported.
We owe it to students like Ashlynn and Jill to ensure that their educational experiences are marked by respect, opportunity, and inclusion. By fostering a culture that celebrates diversity and promotes equality, we can create a more inclusive future for all students. Let’s make inclusive education the norm, not the exception.
Resources:
Denver Channel 7 – Broomfield HS senior with Down Syndrome selected as graduation speaker
KIRO7 – Ga. school district apologizes for excluding students with special needs from graduation
Marietta Daily Journal: ‘A Minimization’: Sprayberry Graduation Excludes Disabled Students
Marietta Daily Journal: Cobb Superintendent Apologizes for Graduation Exclusion
Think Inclusive Podcast: Graduate Excluded at Ceremony Sparks Fight for Inclusion
inclusion AMPLIFIED 
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