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Parent urges Azusa Unified to expand meaningful inclusion for students with disabilities
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Summary
At a special Azusa Unified board meeting, parent Lynn Greer called for more meaningful inclusion and better classroom collaboration for students with disabilities, citing missed opportunities in classes and elections and urging shared prep periods for co-teachers.
Lynn Greer, a parent of two Azusa High School students including a 19‑year‑old with Down syndrome, told the Azusa Unified School District Board of Education during public comment on April 22 that she appreciates teachers but has not seen “meaningful inclusion” for students with disabilities.
Greer said her family has been “surprised so many times when a teacher volunteered to have my son who has a disability in their classroom,” but added she also sees limits: “I have to acknowledge though, at times, I don't see meaningful inclusion,” and she noted students with disabilities being excluded from classes such as pottery or gym. She said she has “not seen somebody with a disability win a school election.”
Greer asked the board to consider structural changes to increase inclusion, including giving co-teachers the same prep period so they can collaborate, and added: “I ask that you consider ways like this that will enable our students who have a disability to get the support they need.”
The board had earlier read rules limiting public comment and noting that members will not respond during the comment period. Greer also praised administrators and teachers as “very hardworking,” framing her recommendations as systemic changes rather than personal criticisms.
The board did not respond during public comment. The meeting then proceeded to additional public comments about district leadership and a closed‑session personnel matter.
