Going Away to School

Abstract

The central research question for this study was the following: What is the experience of families who move to seek inclusive opportunities for their children? Our sampling frame contained mothers and fathers of students with disabilities who had moved from one school district to another and, in some cases, from one county or one state to another, to find improved educational opportunities for their child. Data collection consisted of interviews and largely focused on storytelling. Findings indicated that families had faced a range of obstacles, including educational segregation, inappropriate curriculum, lack of appropriate supports and services (e.g., individualized programming), and social rejection. Making the decision to move had been challenging for all participants and was characterized by feelings of guilt (for not staying to fight the system), desire to end the personal and professional struggle with the district, and doubts about being able to create change in their current placement. Finally, in assessing their moves, the families experienced both frustration and relief. Although all of the families found that their children initially landed in placements they deemed more appropriate, desirable, and, of course, inclusive, several were also disappointed to face more struggles related to inclusive education in the years following their move. We offer considerations for promoting inclusive education and for supporting the families of students with disabilities in their quest for a quality education for their children.