Introduction: Peter and the Law

This is Peter's story: a child with Down syndrome placed in a regular third-grade classroom at Gilbert Linkus Elementary in Blacksburg, Virginia. A federal law requires that children with disabilities be educated in regular classes with non-disabled students, a policy seen by some as progress and by others as potentially hindering for other pupils.

The transcript follows Peter through his third-grade year and traces how that mandate played out in one classroom, affecting a teacher, her students, and the shape of their expectations.

Myra's initial reaction and fears

Myra, Peter's teacher, acknowledged that her role was to teach all the children but also admitted fear and uncertainty about Peter's inclusion. "I was scared. I really was scared... I don't know that I can do this and what happens if it doesn't work," she said, capturing her worry about managing the year and the outcome.

Classroom members described Peter at first as looking different, making loud noises, wearing unusual clothes and shoes, and appearing smaller than expected. These first impressions fed the teacher's concern about whether Peter could learn and whether she could handle the classroom dynamics.

Classroom dynamics and Peter's behaviors

Peter's behavior included pushing, kicking, strangling, trying to take a violin, refusing to hand things back, touching desks, and becoming restless while waiting. His conduct was inconsistent and unpredictable: "My biggest behavior was inconsistent, a little unpredictable. The kids were taken back by it. Even I was taken back by it."

Myra felt constantly on guard. She described herself as always watching Peter and the other children, "putting out fires," and worrying that something would happen that required her immediate intervention.

Strategies for managing behavior

Realizing she could not handle everything alone, the teacher sought help from everyone in the room, including the students. The classroom strategy shifted toward giving students more ownership: they planned together and discussed possible consequences of actions.

To decrease physical behaviors, attention for negative actions was reduced while attention for positive, appropriate behaviors increased. The teacher aimed to redirect Peter's energy and focus, and peers participated in those redirections and plans.

Peer involvement, roles, and support

Initially fearful and confused, classmates gradually became active collaborators in managing Peter's behavior. Myra involved students directly, asking them to guide and support him, and students began to take charge of situations she had not expected them to handle.

Girls "kind of Taken on the mother role with Peter," sitting with him and helping him settle. Boys, who at first struggled with conversation, improved in time. Over the year, classmates learned to accept and include Peter so that he became part of their daily life.

Academic progress and shifting expectations

The first aim was successful integration, not necessarily academic achievement. As Peter settled into the classroom, Myra raised academic expectations: "I changed my expectations. I kind of went from 'Peter, I'm not sure you can do some of the things I'm wanting you to do' to now 'Peter, I'm expecting you to do some of these things because I know you can do it.'"

Peter began to participate in tasks such as identifying pictures for a journal entry. He showed progress in reading, pasting, and running and catching things, though at times he felt lost when he could not do what others were doing.

Changes observed through the year

By the second month, Peter had fewer outbursts and the children worked more effectively with him. His happiness became visible in humming and smiling, particularly after school. The teacher noted a reciprocal learning: "You think that you're teaching Peter things, but really Peter's teaching you things."

Myra summarized the transformation plainly: "He changed because we changed. He changed because we changed our minds about him. He changed because we helped him."

End of school year and reflections

The last day of school was emotional, especially for Peter, who found it hard to say goodbye to friends. He received a "Teacher's Special Award" that recognized his exceptionally good year, and Myra expressed a strong desire to work with him again: she would go to fourth grade on a heartbeat to do so.

Students reflected the change as well: "Peter's one of my best friends now. And some of normal people in my class aren't my friends, but Peter is one of my best." The class learned to accept another child "who's not exactly like them" and to include him.

Context and scale

The classroom story of Peter played out within a national context in which 46 million American children started school. The specific case took place at Gilbert Linkus Elementary in Blacksburg, Virginia, and involved named figures including Mrs. Stallings, Mrs. Jones, Andy, Michelle, and others who participated in Peter's year.

Awards and named participants