All students should pick up trash
Re “Debate grows over special-needs kids” (Insight, July 6): All students should be responsible for a clean, trash-free environment. The janitorial service should not be spending valuable time picking up garbage. Students – advanced placement, general ed and special ed – should learn that keeping a clean working environment is a responsibility of those who attend the school. They produce the trash, why should they not be held responsible for its disposal?
School districts should require that all students provide this service on a rotating basis. Buy enough blue shirts for everyone. Learning to take care of the workplace should be a matter of community pride, not a stigmatizing job for kids who already struggle to be accepted and seen as equals.
Angela Marks, Sacramento
Students should show respect
As a mother of an adult son with special needs, I would encourage the students at Franklin High School to put their energies into inculcating respect and gratitude toward anyone who performs any type of janitorial service.
Working is a great way to instill a sense of self-respect and accomplishment, especially when the community at large understands that all work done well deserves respect, regardless of who is doing the work. Perhaps some of the non-special needs students could participate in the cleanup to lead the way.
Teenagers, pick up your own trash
Abigail Taylor is absolutely right; special needs students shouldn’t be picking up trash on a high school campus because they weren’t the ones who threw it on the ground. It’s the other students outside of the special needs program who threw it on the ground.
My suggestion for Taylor: When you see trash on the ground, pick it up. And when you see another student throw trash on the ground or leave it on the table, by all means, tell that student to stop trashing the campus and pick up their garbage.
Why should anyone have to pick up after irresponsible, entitled teenagers?
Bridget Whitted, Folsom
Misplaced concern for students
Independent Living Skills classes are excellent and essential for teaching life skills to live as fully as possible for those with disabilities. If the word “inspiring” rather than “demeaning” had been used to describe the classes, the piece would have been realistic. Instead, a high school student chastises a program that teaches the skills of following directions, adhering to rules, and completing a task.
Abigail Taylor’s research paper might have been better if it focused on herself and her non-special needs classmates, and how they could integrate with classmates who do have disabilities. The parents of students with special needs are probably the best judges of the merits of the Independent Living Skills classes.
Cathy Anthony, Davis
Preserve county’s ’50s architecture
Re “A word about that fire in Locke” (Editorials, July 7): Thank you for the editorial about the fire in Locke. While it is true that we are such a comparatively young state, those who planned ahead to save Locke are to be praised. I am getting to know the architectural and historical scholars in Sacramento, and their defense of our history is equally admirable.
That said, the future of our mid-century architecture, at least in Sacramento County, is in peril. Built after World War II, this wonderful Googie architecture, with spires, hooded entrances and rooftops that curve gracefully across store entrances, are the way the businesses of the ’50s and ’60s enticed customers, and it continues to do so.
Losing the Century theater domes last year was the first salvo in the destruction of that fascinating era of architecture. I would ask the Board of Supervisors to pass a strong preservation ordinance that will protect the historical buildings of that time.
EXTRA LETTERS ONLINE
Find them at:
HOW TO SUBMIT
Online form (preferred):
Other: Letters, P.O. Box 15779,
Sacramento, CA 95852
150-word limit. Include name, address and phone number. Letters may be edited for clarity, brevity and content.