Letters to the Legislators

Letters to the Legislators from the World’s Leading Twins Researchers, Authors and Advocates

Letter From Dr. Nancy Segal, Twins Researcher/Author California State University Fullerton

March 15. 2007

NY Legislature

I appreciate the opportunity to voice my very strong support for supporting parent’ rights to make decisions regarding their twins’ classroom placement. This is a crucial issue, one that the Minnesota State Legislature has recently translated into law. Other states, are also moving in this direction. Most of the work I will refer to is summarized in my recent book, Entwined Lives: Twins and What They Tell Us About Human Behavior (2000, NY: Plume), and references therein. You may also refer to my newest book, Indivisible by Two: Lives of Extraordinary Twins (2005, Cambridge, MA: Harvard University Press). Also see the NY Times piece, “To Keep Twins in Same Class, Parents Seek Legislators’ Help,” February 24, 2006, p. A1, 21 (Ginia Bellafonte).

My interest in twins’ school separation began while I was at the University of Minnesota. I was a post-doctoral fellow in the Psychology Department for three years (1982-1985), working with the Minnesota Study of Twins Reared Apart, directed by Prof. Thomas J. Bouchard, Jr. Then, I served as Assistant Director of the Minnesota Center for Twin and Adoption Research for six years (1985-1991).

As a researcher of twins, I have been visiting twins and their families for about twenty-five years. I have done a great deal of research on twin relations. The twin bond, especially among identical twins, is unusually close—but this does not diminish each child’s individuality in any way. It does mean that twins are more likely to feel comfortable and secure in a new situation, like school, when they are with their twin. They are also able to develop relationships apart from their twin sibling, despite being in the same classroom—teachers can place them in separate groups, giving them access to new pupils, but also allowing them opportunities to see their twin and to know that the twin is all right.

There is research showing that children entering school with friends are more likely to engage in activities and spend less time with teachers. Being with a friend dampens some of the difficulties in separating from the parent—so it seems blatantly unfair to ask twins to separate from their parents and from their twins.

I have written many letters on behalf of concerned parents who find schools insensitive to their twin children’s desires to remain together. The policy of separation is based on an unfounded fear that twins will fail to develop “individuality”—whatever that means!! At the same time, I advise parents of identical twins to dress the children in different outfits to help students and teachers to tell them apart. I also urge parents to work cooperatively with schools, to monitor situations and to be receptive to suggestions should they arise.

Note that Oklahoma has passed a resolution giving parents the right to decide their twin children’s educational circumstances. Also see an excellent law review article, written by a mother of twins, in support of parents’ right to decide (L.L. Dean, 1999, Stetson Law Review, Vol. XXIX, no. 2. Finally, appended to this document is a letter from a mother of twins, in Canada, who was involved with legislation allowing families to have a significant voice in their twins’ classroom placement. Her response should be taken seriously by anyone who sees it and who has interests in this situation.

Please do not hesitate to contact me if I can be of further assistance.

Sincerely,

Nancy L. Segal, Ph.D.
Professor of Psychology
Director, Twin Studies Center

Letter from Dr. John Mascazine Twins Researcher/Author Ohio Dominican University

Dear Honorable Members of the Education Committee;

This letter concerns legislation supporting the rights of parents of twins and multiple-birth children in the decisions of school placement. I have studied twins and how they learn (and the school issues they encounter) since 1994. I continue to research and present at national and international conferences on this topic. I’ve also written a book: Understanding Multiple-Birth Children and How They Learn which deals with the placement issue, as well as many other school-related issues. I have also taught both middle grades and high school before eventually earning my doctorate in education. As a former classroom teacher of twelve years and having taught twins, a professor of education, and researcher of twins/multiple-birth students and how they learn; I heartily support a flexible policy on the placement of multiple-birth children.

The research is clear: educational researchers in the field of twin research strongly advocate a flexible policy on school placement that permits parental involvement in the decision. Each set of twins / multiple-birth siblings is unique in how they will interact and adjust to the school settings. Therefore, educational twin researchers advocate making placement decisions upon review of the issues and needs of the children involved. Preedy and Hay have developed a helpful website located at Curtin University in Australia: HYPERLINK "http://www.twinsandmultiples.org" www.twinsandmultiples.org that helps parents, teachers, and administrators in making placement decisions.

Many other researchers (Pearlman, Cooper, Sandbank, Lyons & Dionne) outline the need for a flexible policy on school placement, as well as involving parents in such decisions. Twin and multiple-birth organizations likewise support a flexible policy and the input of parents in making placement decisions. They also advocate reconsidering the decision in cases where each child’s educational needs are not being adequately addressed. (See attached pages from my book on the above researchers.)

I have personally interviewed and surveyed school-age twins, college-age twins, and adult twins, and I have documented how inflexible placement policies negatively affected student achievement and attitude in school / learning situations. My research with over 300 pairs of twins yielded evidence that separating twins in the early school years had a deleterious (and disadvantageous) effect on their school learning. I have also had the opportunity to speak with and interview over two hundred parents of twins. I continue to hear how they struggle with the school placement issue. The current research suggests that in most cases young twin siblings entering school should not be arbitrarily separated simply because they are twins.

I strongly support the New York Legislature’s effort to address this issue. It is my hope that you will craft legislation that advocates a flexible and informed policy on the placement of twins and multiples in school. Such a policy would be in harmony with current twin and educational researchers’ positions.

If I may be of further assistance, I can be reached at: HYPERLINK "mailto:mascazij@ohiodominican.edu" mascazij@ohiodominican.edu or via phone: (614) 793.9989.

Sincerely,

John R. Mascazine, Ph. D.
Associate Professor of Education

Should twins / multiples be separated in school settings?

For example, the issue of whether to separate twin siblings in school persists. The majority of teachers appear misinformed on this issue. Many schools across the United States maintain that the best policy is to separate twins early in their education. The rationale for such a decision is often based on outdated information or “gut instinct” rather than actual research. According to current research, the best policy is no policy. Instead teachers and administrators should consider each case individually based on the needs of the students involved. This approach does require more effort but it certainly is the more professional approach. Likewise, parents are more likely to support this approach as reasonable too.
The table that follows summarizes some of the key points and research on the issue of school separation. Pat Preedy of the U.K. has even provided an online survey for helping teachers evaluate the needs of twin siblings concerning this question. David Hay and Pat have collaborated with the Twins and Multiple Births Association (TAMBA) to provide more guidance for parents and teachers on the website: HYPERLINK "http://www.twinsandmultiples.org" www.twinsandmultiples.org, which is a valuable resource.
Table: Should Twins (or multiples) be placed in the same or separate classes?
Cooper, Carol (1997). Twins & Multiple Births: The Essential Parenting Guide from Pregnancy to Adulthood. London: Vermilion.
“So, together or apart? No single answer is right for every family and it is a question of which is more likely to bring out the best in your twins. Most educationalists would agree that there is no evidence that separate classes per se really aid the individual development of twins. In deciding what suits your children, you will have to take two main factors into account: the twins’ relative abilities and their relationship with each other.” (p. 238)

Preedy, P. (1999). “Meeting the educational needs of pre-school and primary aged twins and higher multiples.” In Sandbank, A. C. (Ed.); Twin and Triplet Psychology: A Professional Guide to Working with Multiples. New York: Routledge.

Dr. Preedy has developed and included a helpful checklist on how to evaluate twins on a “case by case” basis to decide whether or not there is adequate evidence to consider separating or keeping twins together in school situations. She advocates a professional approach considering each set of twins on the merits of their needs and interests. She advises that the best policy is to have no policy regarding separating twins, but to thoughtfully consider each case in consultation with the twins’ parents, their teachers, and the siblings as well. (pp. 84-98) Her checklist is on pages 91-98 of the book edited by Sandbank.

Mascazine, J. R. (1998). The learning styles of monozygotic twins: A qualitative study. Ann Arbor, MI: Dissertation Abstracts.

Dr. Mascazine documents cases where adult twins have reported traumatic experiences having been separated in early elementary school. Some of the twins expressed confusion, guilt, and misunderstanding which affected their school and learning experiences negatively. He advocates that schools consider each twin pair’s needs on an individual basis and communicate clearly with parents, teachers, administrators, and the twins themselves as the decision is considered. Further research revealed that adult twins believe schools should not have one policy regarding separation, but instead decide each case with the best interests of the twins and their families.

Pearlman, E. M., and J. A. Ganon (2000). Raising Twins from Birth through Adolescence: What Parents Want to Know (and What Twins Want to Tell Them). New York: Harper Resource.

Advocates the keeping of twins together especially in early elementary grades and evaluating the needs of twins when considering school placement decisions. Shares views expressed by Pat Preedy and others. Offers helpful advice on how to consider the needs and issues affecting twins in school. Also reports on the views of twin adults who reflect upon their own school placements.
(pp.161-171)
Sandbank, A. (1988). Twins and the Family. S. Wirral, UK: Cox & Wyman Ltd.

“Twins who have not been used to separation often settle into school more easily if they start in the same reception class…. Another reason for not separating twins is if there have been any major upheavals in the family.” She continues to give both sides and reasons warranting separation, but is supportive of the parents and their decision in the process. (pp.90-91)

Lyons, S. and Dionne, C. (Eds.) (2001). Finding Our Way: Life with Triplets, Quadruplets, and Quintuplets. Mississauga, Ontario, Canada: Triplets, Quads, and Quints Association.
Details the experiences of families with multiple birth siblings. Advocates that parents be included in any decisions regarding school placement and that each case be considered on it’s own merits. No single policy is right for all families. There may be reasons for separating or keeping multiple siblings together, but each must be taken on an individual basis. Parents and teachers should be willing to re-visit the issue should the needs of the children change. (pp. 428-439)

Mascazine, J. R. (2001). “How do my twins learn?” Twins Magazine, July/August, 2001.
Twins have different learning styles and strategies and most, even identical twins, may begin school together but eventually opt to be placed in separate classes, usually by middle or secondary school.

** Additional studies: Australian: La Trobe Twins Study, and the National Organization of Mothers of Twins Research (NOMOTC), UK: Twins And Multiple Births Association (TAMBA) advocate a balanced and reasoned professional approach to the question of whether or not to allow twins and multiple birth siblings to be placed in the same class. They support the conclusion that no set policy can effectively address the needs of all multiple birth siblings. Therefore, it makes sense to consider each situation on it’s own merits and to use a balanced and professional approach to consider what may best serve the development of the children. Any such decisions should be a collaborative effort involving the twins, their parents, their teacher(s), and school administrators. Such decisions should not be seen as immutable either, and may be changed with well-reasoned judgment. Many national twin organizations have researched the question and they concur.

In the majority of cases twins do not need to be separated upon entering the formal school years. Multiples who are in the same classroom with the same teacher do not always work together. They may not even choose the same friends. Again, this is largely dependent on several factors that one should consider prior to making school placement decisions.
For most twin and multiple birth children, it is comforting to know the whereabouts of their siblings and to know they are safe. It was disturbing to many twins to be placed in separate classrooms and to rarely be given time to see what their sibling was doing during the school day. This is a stronger issue in the elementary years. By middle or secondary school most twin siblings choose to be in separate classrooms as they pursue their own academic and extracurricular interests.
From Understanding Multiple-Birth Children and How They Learn by: John R. Mascazine, Ph.D.

TWINS™ Magazine
11211 East Arapahoe Rd., Suite 101
Centennial, Colorado 80112

March 20, 2007

To Members of the New York State Legislature:

As Publisher and Editor in Chief of TWINS™ Magazine, I am intimately familiar with the issues surrounding the forced separation of twins and triplets in elementary schools around the country and abroad. I would like to respectfully urge you to support and pass Assembly Bill 3523, sponsored by Assemblywoman Catherine Nolan, and Senate Bill 2074, sponsored by Sen. Frank Padavan and co-sponsored by Senators O. Johnson, Larkin and Rath. These bills deserve to be brought to a vote, and deserve to pass.

It is crucial that there be a statewide policy in each state allowing for flexibility in the placement of multiples in the classroom. TWINS™ Magazine is strongly in favor of such statewide standards, to redress the irreparable damage that has been done and is being done when district officials arbitrarily—and wrongly—force twins and triplets to be separated into different classrooms when they are young. Many children are left with lifetime scars resulting from these separations, most of which make no sense at all and are highly unnecessary and unwarranted.

Above all, the decision to keep twins and triplets together in school should rest with the parents of the children, working when necessary jointly with the classroom teacher and the school principal.

The issue of forced separation of twins and triplets in elementary school has parents of multiples incensed nationwide, and rightly so. The arbitrary and uninformed rules put in place by schools and school districts represent the worst kind of discrimination based on the simple fact of a life-event over which the children have no control—that they are born in a set. If this type of discrimination were racially-based, or based on any other type of physical or mental characteristic, it would have been outlawed long ago. It would be considered intolerable and intolerant.

Yet, many school districts across the U.S. (thankfully, a shrinking number of them, due to our efforts and those of many enlightened parents!) continue to enforce totally baseless rules governing twins and triplets—“multiples” as we call them—formulated in the post-WWII years. These senseless rules cause twins and their families to suffer emotional trauma, sometimes affecting twin children for their entire lifetimes.

Forced separation of twins and triplets in elementary school is based on "thin air". It is cruel to the children and reflects age-old biases and stereotypes about multiples that have been long since discredited and disproved. A number of national experts and our magazine, which is internationally renowned, have called for broad-based changes in these ignorant requirements.

A national effort among parents of multiples is working to change these senseless and arbitrary school rules, following the decade-long efforts of TWINS™ Magazine. Our efforts have been redoubled following the passage in 2005 of a Minnesota law mandating that schools honor the decisions of parents and their children on this issue. This was the first state law to be passed that says school principals must take each family's situation into account, on a case-by-case basis. Oklahoma already had such a law.

New York and its enlightened legislators have an opportunity to strengthen this important effort with passage of Ms. Nolan’s bill. Nearly a dozen other are considering legislation similar to Minnesota's, and have petition drives are underway to promote the protection of twin and multiple children.

Please permit me to explain why this is so important, so you will understand how your passage of this legislation impacts the mental health of young children. First and foremost, it’s unfair to make emotionally immature 4- to 10-year-olds suffer because of the arbitrary notions of a few educators back in the 1940s and 1950s about what was “best” for twins.

Parents know what is best for their children. Parents must be given the primary voice in
placement decisions regarding their multiple children within school classrooms. To that end, your legislation is critically important.

Across the United States, twins, triplets and higher-order multiples are routinely subjected to arbitrary, mandated separation in early elementary grades. (In rarer instances, they are forced to share together a single classroom, which in some instances might be equally damaging to the children.)

School districts typically promulgate “the rule” governing this separation, enforced without question by individual school principals. These “across the board” polices are difficult to deal with, since many schools doggedly refuse to take parental requests into account. Educators originally instituted these rules forcing separation of twins in school because they thought this would promote proper “individuality” and foster the development of “identity” in each child. Their rules were not based on any sound psychological or social research that we have ever been able to find, but were apparently pulled out of thin air.

Forced separation and any notion that it helps twin children have long since been discredited as unsupportable and fatuous.

In fact, forced separation traumatizes many twins. There are countless stories of twins and triplets who cannot study, cannot learn, who cry and grieve for months and even years because they are thoughtlessly wrenched apart at vulnerable ages by well-meaning educators who have no basis in fact for what they're doing.

No medical, psychological or academic evidence supports school policies of forced separation of multiples. Elimination of these policies is supported by TWINS™ Magazine, which began 10 years ago to renounce the practice.

Also strongly supporting the elimination of forced separation of multiples in school are renowned twin researcher and author, Nancy Segal, Ph.D.; John Mascazine, Ph.D., a leading academic expert on twins; the National Organization of Mothers of Twins Clubs (NOMOTC) and countless other multiple-birth organizations.

All recommend flexible placement policies so that each individual child's needs are best served. Multiples are guilty of nothing more than sharing a birthday, yet are continuously discriminated against and treated as a group, as if each child is not entitled to be treated as a separate person with his and her own emotional makeup.

What has been far too little understood is the close bond formed by twins and triplets before and after their births. This bond is a very healthy one. It helps these children survive the slings and arrows of life, offering them a valuable “mirror” that helps them develop extremely healthy egos and self-image. The notion of forcing these children apart in kindergarten and early elementary school, in fact, appears to have emerged based on some “singleton” person’s warped notion that the twin bond is inherently unhealthy. We can only wonder at the underlying thinking of some individual long ago who wanted to see the twin relationship forcibly unwoven early in life, depriving twins of their “reinforcing double.”

Think about it: Twins were left together in classrooms for centuries, and it did them no harm—one-room schoolhouses and small communities of the past never had enough different schools or classrooms to accommodate separated twins. Many twins when left together, in fact, become tutors and mentors for each other, often turning out to be our best and brightest for having been left together in school. Their performance is actually enhanced by their bond and their joint activities.

In recent years, a set of twins who attended school together all through elementary, middle, and high school scored perfect 650’s on their SAT tests. And somehow educators who set the unbendable rules for their districts think it is “better” for twins to be yanked apart at age 5? On the face of it, this simply makes no sense.

Why is legislation necessary at all to redress this issue? Because widespread, wholesale discrimination against twins and higher multiples is fraught with politics, emotion and controversy. The “status quo” is damaging many, many children. Educators often dig in their heels and are unyielding in the face of challenges to their power and authority. Yet even they cannot say where the “rules” came from, or justify their basis.

Children are suffering. Many more twins and triplets have been born in the last 15 to 20 years, and more are arriving each day. Parents are frantic. Teachers will tell you, “There's no problem!” with having twins and triplets in the same classroom. Individual classroom teachers learn to deal with each child quite quickly, and do so very comfortably. Yet teachers feel helpless to change the rules of their school or their district.

We’ve heard from parents who have removed their children from the formal school system and homeschool them, faced with the repercussions of trying to keep their children together in the same classroom. Others are forced to spend hard-earned dollars to send their twins to private schools where they are given a choice. Still other families despair and give up after hard-fought, lengthy battles with principals and district officials, frustrated and sad for their children that “nothing could be done to sway the people at the top.”

You have an opportunity to make a huge difference in the lives of thousands of children from this day forward. Please take this opportunity and vote to pass Assemblywoman Nolan’s legislation.

Sincerely,

Susan J. Alt
Publisher, Editor in Chief
TWINS™ Magazine