Two years ago I moved to Philadelphia from upstate New York. Prior to living in New York, my family and I lived in New Jersey. My family consists of my three children (two of whom are have disabilities), many pets, and myself. Upon arrival, one of the first things that I did was to register my son for school. My son, who has moderate mental retardation and cerebral palsy, has been in school since the age of one. After Christmas vacation, I asked the teacher when summer school started. I was informed that there was no summer school.

This year I went to my son’s school to complain about the school district’s lack of responsibility to their special education students. I was then offered a summer placement for my son. I was told that the school district would only offer a summer school program to students who are assessed to show regression if they do not receive an education over the summer. When asked what tools they use to determine regression, I was told the teacher has the final say. The summer school program offered my son was three days a week, from 9 a.m. to 1 p.m. The program is at another school and with another teacher and pupils.

Life in New York and New Jersey was very different from life in Philadelphia. From the time my sons were one, they were in school all year round with the exception of one week in June and two weeks in August. Special education teachers in these two states work summers with the same students they had during the remainder of the year. The only difference in programming for summer was that there were more activities outside, which was a wonderful way to incorporate physical and occupational therapies.

When I could no longer care for my oldest son, who is severely disabled, there was no problem getting him placed in a residential school. Help was only a phone call away.

So now I, like so many other parents, are faced with the problem of finding my son something for the summer. If I send him to summer school, will he really benefit for the short period of time he is there and especially having a new teacher who is not familiar with him or his IEP? This also creates a problem: what do I do with him the two days he is not in school, or from 1 p.m. on? Do I have to quit my job or hire a babysitter? My son is 17, and I can assure you, he does not want to come home to a babysitter. I know I am not the only parent of a special education student who works. Do we have to give up our careers because our children are have disabilities?

Why does Philadelphia have such problems addressing the needs of people with disabilities? Other states do it so well, why can’t we?

I found a solution to part of my problem. I was fortunate enough to get the help of my transition coordinator, Ben DiTullio. I have been involved in special education as a professional and a parent for over 26 years, and I must say, it is rare when you meet someone as caring and creative as Ben. When I approached Ben about my dilemma for the summer, he immediately came up with a plan that would not only benefit my son, but 29 other children with disabilities, as well. He applied for a grant through the Variety Club for a summer program for seven weeks, 8:30 a.m. to 5:30 p.m., five days a week. I’m thrilled to report the grant was approved.

Last year Ben wrote for another grant through the Variety Club and it was approved. This time for an after-school program for kids with disabilities. Now, instead of these children coming home everyday to a babysitter, they can be just like every other kid in America: they can play with their peers after school. The grant gives transitioning students in the South Philadelphia area a place to go after school where they can work on academics, socialization, learn sports, increase self-esteem, and improve many skills that they will need in order to be productive citizens when they graduate. What a priceless gift! This program was designed to not only help children with disabilities, but it also recognized the needs of modern society. The fact is, most children are raised in single parent households and the parent the child resides with usually works. The Philadelphia School District still operates on the assumption that children grow up in two parent households and the mother doesn’t work.

Well, perhaps at this point you are saying, "Well, the school district is doing something good for this population of students since they have transition coordinators." Unfortunately, they discharged all the school district transition coordinators last month! So now who is going to look after our children? The Variety Club seems to be more concerned about helping our children than the school district. While we are fortunate to have so many good special education teachers, they are over worked and cannot be expected to perform the variety of tasks that a transition coordinator does. I’m afraid that parents will not get the services for their children that they need without strong, talented, and knowledgeable advocates.

Philadelphia wonders why the population is decreasing. In a city plagued with problems, couldn’t they at least put the children first and offer them an educational system that is designed to meet their needs so that the city will be producing upstanding citizens and not just providing the minimum required under the law?