Special Education

Commencement Rule Questioned

By Christina A. Samuels — February 28, 2006 1 min read
  • Save to favorites
  • Print

In the Mount Lebanon, Pa., school district, students have typically been allowed to take part in graduation exercises only when they have completed their studies and are leaving school.

But that means some special education students who plan to continue taking classes until age 21 have been left out of the ceremony staged for their peers.

To Cate Scott, 18, a senior at Mount Lebanon High School, it didn’t seem fair that her friend Meghan MacLeod, also 18, couldn’t take part in graduation. Ms. MacLeod, who has Asperger’s syndrome, won’t leave school until she is 21, as permitted under federal law.

Pennsylvania allows districts to decide which students can participate in graduation, and traditionally, Mount Lebanon has said that students can do so only when they actually leave school.

So Ms. Scott started a petition drive to persuade the 5,500-student district to change its policy and allow students with disabilities to attend the graduation with other students who are completing high school in four years.

“People are really shocked about this. They couldn’t believe it. They thought it was really unfair,” she told the Pittsburgh Post-Gazette.

The Mount Lebanon district was considering making such a change on its own. The state is also is considering a similar move that would allow students with disabilities to participate in graduation after four years, receiving a certificate of attendance instead of a diploma.

Cissy Bowman, the district’s spokeswoman, said in an interview last week that the board’s policy committee will hammer out the phrasing and bring it to the full board in an upcoming meeting, she said.

Pennsylvania Rep. Russell H. Fairchild, who represents an area about four hours east of Mount Lebanon, said he got interested in the situation when one of his constituents said her daughter in another district would not be allowed to graduate with her pals.

The bill was passed unanimously by the state House of Representatives, and the Senate is expected to take up the measure this month. Mr. Fairchild said he expects it to pass.

“These kids come through their school careers with their best buddies,” he said. “They want to be part of [graduation]. They want to participate.”

Related Tags:

A version of this article appeared in the March 01, 2006 edition of Education Week

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Recruitment & Retention Webinar
Hiring, Retention, and Fill Rates: A Data-Driven Sub Strategy
Explore what keeps substitutes coming back and hear how one district rebuilt its substitute hiring process and improved its fill rate.
Content provided by Frontline Education
Early Childhood K-12 Essentials Forum Early Childhood Education: Building Essential Skills for Success
Join this free virtual event to examine the biggest challenges in supporting young children, from preschool through elementary school. 
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Absenteeism Webinar
Attendance Isn't an Attendance Problem
Boost attendance by strengthening relationships, belonging, and support with practical strategies from Doug Fisher & Nancy Frey.
Content provided by Corwin

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Opinion Disability Studies Is a Rich Discipline That Builds Empathy. How to Teach It
A more inclusive world starts with teaching all students the long history of disability rights.
Brittany R. Collins
5 min read
A classroom image with aspects of the struggles of disability rights woven through it.
Vanessa Solis/Education Week + Getty
Special Education How Teachers Feel About Adapting Instruction for Students With Disabilities
Both general and special education teachers need more time and support to build confidence in differentiating instruction.
3 min read
Jessica DiMaggio, an education for students with disabilities paraprofessional, watches a Structured Academics and Interpersonal Learning or SAIL student put the tips of his index fingers together at Watkins Elementary on Nov. 4, 2025 , in Wylie, Texas.
Jessica DiMaggio, an education for students with disabilities paraprofessional, watches a Structured Academics and Interpersonal Learning or SAIL student put the tips of his index fingers together at Watkins Elementary on Nov. 4, 2025 , in Wylie, Texas. Most teachers don't feel confident in their ability to adapt instruction to differentiate instruction to meet the needs of students with learning disabilities, according to a new survey by the National Center for Learning Disabilities and West Ed.
Angela Piazza/The Dallas Morning News via TNS
Special Education Download How Is an IEP Different From a 504 Plan? At-a-Glance Guide
The support plans are crucial for students with disabilities to access the same curriculum, educational experiences as their peers
A paraprofessional assists a student in a special education program fill out a ballot during an Election Day lesson at Watkins Elementary on Nov. 4, 2025, in Wylie, Texas.
A paraprofessional assists a student in a special education program in filling out a ballot during an Election Day lesson at Watkins Elementary on Nov. 4, 2025, in Wylie, Texas. Determining the supports students with disabilities need to succeed in school starts with deciding whether they will be best served by an individualized education program or a 504 plan.
Angela Piazza/The Dallas Morning News via TNS
Special Education Explainer The Differences Between IEPs and 504 Plans: A Special Education Explainer
What educators need to know about the special education plans.
8 min read
IEP 504
Collage by Laura Baker/Education Week + Canva