Multiple Madness: Together is Better

Multiple Madness: Twin Classroom Separation



As humans we use our hands to perform many of life's daily routines. We use our hands to perform tasks such as writing, playing video games, participating in sports, cooking, and let's not forget the joy of hugging our children. The tasks we perform may seem very simple and sometimes may even be taken for granted. But imagine if you awakened in the hospital to find your dominant hand severed from your body! Do you feel this would result in emotional trauma? Now think of the task performed earlier, Do you believe writing, sports and bonding opportunities would prove more difficult? Twins who have been together since birth are abruptly separated by education personnel once they reach Kindergarten. School officials should reevaluate the belief that separation is better, acknowledge the scientific evidence that separation can be detrimental, and allow flexibility in the classroom placement of multiples.


Many school personnel believe that separation of twins and other high order multiples is beneficial. This belief is based on the theory that separating multiples will promote individuality and allow less pathological dependency on their twin counter parts. Studies concluded that 92% of teachers and personnel were for twin separation stating it was "better for the twins individual development", though no study has proven this assumption. 6.9% of teachers did not feel it was necessary to value the children's opinions while triple the amount of parents thought their children's voices should be heard (Beauchamp & Brooks, 2003). This difference places parents and teachers in a twin war battle. More than 86% of twin parents are in favor of common placement of their multiples. A study by Segal and Russell in 1992 concluded that nearly 84% of twins worldwide between the ages of 6 and 12 were separated in school. A parent survey provided findings that 80% of children were never separated before school. These results can be quite disturbing if we look at the fact that 1/3 of the parents of multiples reported that their twins were unhappy with this separation (Segal & Russell, 1992). A further study involving multiples indicated twins really wanted to be in the same classroom as their sibling.


Many multiples do develop an almost inseparable bond but this bond occurs years before children begin school. Identity development has already taken place and likewise the strict law of classroom separation should be put into question. A study performed by Pauluszny and Gibson in 1974 separated twins in preschool. This study believed that it was more of an advantage for twins to be separated to develop identity and to decrease mutual dependency. However a footnote at the end of this study read: "Referred for treatment because of neurotic issues". This makes these findings questionable because it did not provide any findings for twins without neurotic problems (Beauchamp & Brooks).


There was a study done with nonpathological twins that showed the bond between multiples was not related to social or intellectual functioning. The study concluded that the separation of twins has no benefits. Common placement of twins provides positive social and cognitive development, not social isolation as believed. A study performed three decades ago by Robinson in 1999 later showed that companionship of multiples was related to parent perceptions of twin dependency or decreased social development in nursery school. Robinson further concluded that twins who were separated as early as preschool showed not significant improvement of being independent of one another (Beauchamp & Brooks). Robinson stated these findings counteract with previous stereotypes of twins.


Many authors believe that twins and multiples are displayed to the media as a phenomenon, and sometimes seem to be viewed as an inseparable unit. Teachers, parents and society often treat twins different than singletons, or single births. This also may cause "twin-ship" ( the state of being a twin) to increase popularity and social characteristics of the individuals involved (Beauchamp &Brooks). Authors many times examine only the area of twin psychology that involves excessive dependency and loss of identity. When reading this type of information it is easy to assume all twins will have pathological issues. This false theory arises from the way that others view twins. In contrast, there is no difference in the social/emotional or behavior issues between twins and singletons. Interesting enough twins have a decreased incidence of behavior and suicide rates than singletons have (Beauchamp & Brooks). American and English parents believe that common placement will allow twins to be comforted and feel more secure when in the presence of their twin sibling. The policies of school officials are based on stereotypical views of twins and do not reflect true twin relationships.


After school officials understand that there is no proven evidence that separation is better for multiples, they must acknowledge however, there is ample evidence to prove separation to be detrimental to children and parents of multiples. Many articles written by parents of multiples refer to the emotional turmoil their children experiences being separated for the first time from their parents and twin sibling. Parents also felt emotionally raped by having to witness their twins being separated for the first time in many of their lives (Faulkner, 2009). Studies conducted show that separation of multiples also causes anxiety and academic struggles, especially when divorce is an issue at the time as well. Research has proven many twins may need to be within eyesight of one another just to relax (Bruno, 2008).


Parents of multiples go through a decision making process that singleton parents will never experience. Some of the decisions they have to make involve separate/common classroom placement, peer comparison, dependency, as well as educational abilities. These decisions can be some of the hardest parents of multiples have to make, yet studies report parents feel they have little information or help making this decision (Beauchamp &Brooks, 2003). It is reported that parents of twins are more likely to disagree with schools over any other service provider. One parent, Kathy Dolan when as far as to say " We are not a bunch of whining parents, principals are ignoring the research at hand. It comes down to nothing but discrimination and old wives tales". Dolan continued "I needed a doctor's note to keep my children together in kindergarten. After my battle I founded Twinslaws.com to push for laws in every state." After hearing these words from a mother of twin boys, you can imagine the difficulty of the situation. As if this weren't enough, parents of multiples are subjected to perpetual stress, both physical and psychological, that singletons parents will not undergo. Twin parents are clobbered with the double blow of having enough time to participate in events, resources and special programs for twins. School officials and child psychologist should be aware that an additional child may place additional stress on families, making twins more likely to be neglected than singletons (Beauchamp & Brooks, 2003). Primary school parents regularly reported that there is insignificant knowledge and training for educational issues involving twins. A study concluded only 34% of teachers indicated twins were mentioned in training. When twins were mentioned it only involved genetic issues not twin education (Beauchamp & Brooks). This may provide evidence that many teachers are not equipped with the proper knowledge in educating and development of twins. Parents and teachers agree on the fact that common placement of twins allow teachers to gain more knowledge of family dynamics and how twins respond to one another.


Finally, once school officials acknowledge the evidence that separation can be harmful and has no proven benefit, the value of flexibility in decision making for twin placement should be brought to attention. With new medical advancement in fertility and women starting families later in life, the amount of multiples has increased dramatically in recent times. According to the National Center of Health Statistics the rate of twins and triplets nearly doubled over a ten year period!


Statistics show that many school officials have began to reconsider the separation policies and allow parents and children to have a say so in placement. Minnesota in 2005 was the first state to pass a twins law allowing multiples in the same classroom. Georgia and Texas soon followed. Since 2007 five states have approved regulations that require public schools to respect the request of parents on common placement of multiples. This brings the number of states that maintain this law to nine. These states are Massachusetts, New Jersey, Pennsylvania, Louisiana, New Hampshire, Georgia, Texas and Minnesota. The law is currently pending in the states of New York, Virginia, South Carolina, Missouri, Michigan, Maryland. Parents are required to make requests for placement within the first fourteen days of the school year. Though it may seem that parents have the final say in the states with laws passed, school officials still reserves the right to request separation if the placement chosen is distractive (Larche, 2007).


Many supporters of these laws insist these laws are obsolete and should be an incident of the past. An organization called the Mother of Twins Club Inc., is positioning for a flexible placement policy to be put into effect (Faulkner, 2009). This policy asks schools, parents and children to make a decision on placement based upon a case by case situation. The policy wants to focus on twins needs as individuals that will allow proper growth and ease separation anxiety for parents and children. "No single policy can address all twins situations" states editor in chief of Twin magazine, Susan Alt. Segal later adds " School officials need to consider twins placement on a case by case basis" (Louise, 1999).


As parents, school officials and psychologist work together to consider this critical decision, parents can ask themselves questions to be able to help in the process. Some questions that may need to be considered are: Is one child more dependent on the other?, Do children play with others?, Are children on the same education levels?, Do children want to be in separate classrooms?" (Louise, 1999). Answering these questions will provide much insight on a case by case basis on the placement of twins.


Twins indeed share a special bond that many of us will never have the joy of experiencing. They are viewed by society as a phenomenon that is truly amazing. We as a society should not presume that because of their unique nature that they should be automatically separated for reasons of false benefit. Recall the example of the loss of your dominant hand. If there was no benefit to the loss of your hand would you still want doctors to remove it? No doubt we would all want doctors and staff to consider our feelings so that together the best ultimate decision can be made. Twins and their parents would appreciate the same respect.




References


Beauchamp, H. & Brooks, L. (2003). The Perceptions, Policy, and Practice of Educating Twins: A Review Psychology in schools, Vol. 40, p4
Retrieved October 1, 2009 from the Kaplan University Website: Academic Premiere

Bruno, L. (2008). Should twins be placed together?: More parents want laws to halt separation. U.S.A. Today, Section: Life,p.7.
Retrieved September 10, 2009 from the Kaplan University Website: Academic Premiere

Faulkner, C. (2009). Placing Twins in school: Guiding parents on whether to separate or place twins together in school. Child and Adolescent behavior letter, Vol. 25, No. 3.
Retrieved September 9, 2009 from the Kaplan University Website: Academic Premiere

Larche, S. (2007). From the Twin Cities to "Twin" States: Legislating the Classroom Placement of Twins and Other Higher Order Multiples. The Marquette Law Review
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere

Tutelian, L. (1999). Twins: The Separation Question.
Parenting Nov99, Vol. 13 Issue 9, p257, 2p, 2 color
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere