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A new third-grader arrives at your school. He is blind. He is autistic. He is developmentally delayed. How does your school deal with the special needs of this child?

Autism is often represented by disconnected puzzle pieces. This symbolism sends an unfortunate message about people with autism that does not promote social justice.

Growing up, I remember the children in “special ed” seemed to live in an alternate universe within our school. Regardless of the distinctions in their challenges, they all were placed together in one class, shuttled around as one throng, rarely included in the activities the rest of us took for granted.

A student pleads with me at the beginning of class to bring an electronic reader to class? “I’m almost finished reading my book and I want to finish it, but it’s on my (electronic reader name), the students says. “Please? I’m at a really good part.” At first, this appears to be every language arts teacher’s dream; students begging to continue reading things they’ve read on their own time for fun. But, then come the problems.

Each March 7, Stephanie and her husband John will invite immediate family members to the house to celebrate their son, Alexander, now 3. And every year, she’ll ask people not to bring gifts, but she knows the grandparents will not listen. She will serve cake. Friends will send cards and messages of congratulations. Pictures will be taken and loaded into photo albums.

Educators need education, too, especially when it comes to supporting students with HIV and AIDS.

This student’s Mix It Up at Lunch journey paid off in happy, social dividends.

As we remember Linda Brown Thompson, we must also consider the reality of the world she lived in when, at the age of 9, she became the face of school desegregation.