For the past couple of decades, one San Diego Unified School District effort has been in the forefront nationwide of transition services for special education students.
That effort, however, has suffered a serious setback.
Transition Resources for Adult Community Education, or TRACE, has served the needs of more than 600 special education students (18-22 years of age), providing individualized education plans for special needs students who lack a high school diploma. These students have participated in adult education and college classes while having access to basic skills, art, computer and keyboarding classes, to cite just a few.
The last two years TRACE has received leadership awards through the state Department of Special Education. It has the most partnerships with local businesses and agencies of any school in the district; one of its partners has been San Diego State University's Department of Special Education and Rehabilitation, where grants and projects have been implemented to provide state-of-the-art transition services.
Fifteen years ago I was fortunate enough to transfer from another school district to San Diego Unified's TRACE Services. I desired a change because I wanted to have the support and opportunity to provide innovative programming for special education students in transition.
For the past 14 years, TRACE has used classroom bungalows on three San Diego Community College District campuses (Mesa, Miramar and the Educational Cultural Complex). In exchange, the college district has received classroom space on district high school campuses for its adult continuing education classes. This partnership enabled TRACE students to be included in age-appropriate settings with their peers and enroll in college classes.
One of those students, Mark, has cerebral palsy and uses a power wheelchair to get around. His physical condition necessitates total care for all his needs. He uses a laptop to communicate and participate in a computer graphic design class. Having the bungalow on the college campus gives him a place for privacy to have staff members assist with hygiene as necessary. Mark also has the need to get out of his chair during the day to relieve pressure that may result in skin breakdown. Within this bungalow, there are areas with mats that can accommodate this need. If his power chair loses its charge, there is an area he can go to recharge the battery. Without access to these areas, Mark would not be able to pursue his lifelong goal of becoming a computer graphic artist.
TRACE students with significant disabilities need a building on campus to access community colleges the same way other students do. Many TRACE students need assistance with daily living skills and personal care. Having the bungalows enables staff to provide privacy and dignity when students need assistance with personal care.
TRACE, however, is being forced to leave the three classroom sites on the community college campuses because the college district needs the “space.” Those classrooms were vacated by TRACE students on June 30. San Diego Unified, which owns the bungalows, will now destroy these classrooms because they cannot be moved.
This is a huge step backward for TRACE. Other outside programs housed on the college campuses are not being asked to leave by the college district – only TRACE. And while the college district is backing out of the partnership, San Diego Unified is continuing to allow its classrooms to be used by the college district. Needless to say, Mark will not be able to access classes on the campus.
People with disabilities are the last segment of society to claim and advocate for their civil liberties and constitutional rights. One of TRACE's program goals is to bridge the differences that our students encounter in society and to assist them to be included as citizens and contributing members of society.
As a human service professional I am appalled at the lack of support from both San Diego Unified and the San Diego Community College District. The actions of the college district are evidence that students with disabilities are not valued by its system. Discrimination against people with disabilities is in direct violation of the Individuals with Disabilities Act and Section 504.
I challenge these two bureaucracies to come together to mediate, negotiate and provide a solution to furthering the basic human rights and inclusion of all members of the community. Can they rise to the challenge? I sincerely hope so. We, as a society, need to continue to grow and heal to accept all people.
Hesche, a TRACE teacher, has been in education for more than 30 years. She also serves as a faciliator and aids support staff for an international advocacy organization for people with developmental disabilities. She lives in Spring Valley.
