Classroom Placement of Multiples

Letter

I've taken the personal information out of the letter I wrote to the Elem school because this is the internet!!  Feel free to use whatever you would like from this letter for any letter you write.

March 30, 2005

Dear (Principle) and (Elementary),

I am officially requesting A and B be placed in the same Kindergarten class for the 2005-2006 school year. 

As this is a very personal issue for me, I have spent a large quantity of time investigating and researching the best classroom placement for B and A to start off their official academic endeavors.  I have determined that allowing them to start school together will be the best placement option, allowing both children the security to take greater risks in their education.

After researching the (Local) ISD regulations, I realize the classroom placement of multiples is left up to each individual school. 

The National Association of Elementary School Principals recommends following the guidelines established by the National Organization of Mothers of Twins Clubs (NOMOTC).  I have provided the school with a copy of the NOMOTC guidelines.  The National Association of School Psychologists urges schools to “maintain a flexible perspective” and to consult with parents “to determine when and if separation is desirable or unfavorable.”

As well as providing Rocky Mount with the NOMOTC research information, I have also provided the school with the written recommendations of B and A’s preschool teacher as well as a copy of the class placement discussion survey compiled by the Australian Multiple Birth Association, also completed by their preschool instructors. 

In my numerous discussions with the preschool instructors, I have always been told A and B often choose separate centers and play with the other children during the day.  The only time they seek one another out is on the playground, which is to be expected.  They do not cause disruptions in the class.  The only reason the preschool teachers could identify to separate A and B is that most of the other children cannot tell them apart, although B and A have never had a problem with other students not knowing who they are. When another student wishes to know who they are at a center with they simply ask “who are you?”  A or B readily answer and everyone goes about their business.

In our personal life, I have watched all my children play together without excluding one another.  I have also watched them play with other neighborhood children and friends.  They play with all the children both by joining the other children’s games and by not excluding others from their games.   

B and A are occasionally separated from one another.  While they can manage the separation for short periods, they frequently view it as a punishment.  While apart they do ask about the other with each expressing how much she misses her sister.  They are very concerned about the other's well being while separated.  As researched by Dr. Nancy L. Segal, this overwhelming concern is very common among identical twins and frequently causes undue stress on the children when forced into separate classrooms.  I have personally spoken with adult identical female twins who experienced classroom failure due to this type of stress.  Once placed in the same class, both students were able to and did succeed.

I have completed an extensive literature search on this subject.  All of the literature I have seen unilaterally recommends classroom placement of each set of twins be reviewed individually.  The literature also recommends the placement be reassessed annually.  Even though a set of twins may be willing to separate in 1st grade, they may need to return together in 2nd.

Thank you for looking at my twins as individuals and taking their special needs into consideration when making your classroom placement choices.  If you need any further information or a list of my literature search, you can contact me at michelle@mkrueger.net