Twins rights.

Schools often have the policy of breaking up twins (and triplets, etc.), putting them in different classrooms. The schools think separating them will do them good, encouraging independence, but the other way to look at it is that their special bond is such that the separation causes a special anxiety. If there is some good and some bad in keeping them together and in separating them, who should make the final call, schools or parents? Should there be legislation to the parents the right to make this decision?

Many of [the] parents cite new research that challenges old assumptions. When Heather Beauchamp, an associate professor of psychology at the State University of New York at Potsdam, reviewed literature on twins three years ago, she found that opinions regarding the advantages of separating them were based on perception rather than data, of which there has been very little.

Since her review, two studies — one in the Netherlands and another, a joint project of the Institute of Psychiatry at King's College in London and the University of Wisconsin, that compared 878 pairs of twins from ages 5 to 7 — found that twins separated early were observed to be more anxious and emotionally distressed than those who remained in the same class....

Nancy Segal, director of the Twins Studies Center at California State University, Fullerton, has been a proponent of this new research, writing letters on behalf of parents fighting for legislation on classroom choice.

"In our culture we appreciate uniqueness," Dr. Segal said, "and people wrongly equate twin closeness with a lack of individuality." The insistence on separating twins, she added, flies in the face of what psychologists know about friendship.

"There's research that suggests that when friends are in the same class, they're more exploratory, they cling to the teacher less," she said. "So if we're worried about individuality, why do we let best friends go to school together?"

Psychologists and educators on the other side of the debate maintain that multiples can present themselves as a de facto clique, upsetting the social dynamic of a classroom. It is not uncommon, for instance, for identical twins at a young age to speak in their own private language. It is also not unusual for one twin to act as an ambassador for the pair.

"What we find a lot with twins," said Sandra Bridges, principal of Public School 234 in Manhattan, which has 10 sets of twins, "is that one is generally more verbally dominant; one will do the talking for the other."

Some see the wish of mothers and fathers to keep twins together as an extension of the trend toward parental micromanagement. "They can, in essence, be trophy children," said Bonnie Maslin, a psychologist in Manhattan. "And parents of trophy children are unusually focused on outcomes and the belief that they can control them."

"A huge part of education is not just developing individual difference but learning to be part of a group," Dr. Maslin added.

Lots of conflicting interests here! More in the article too. Parents can ask for too much, and trumping the teachers' judgment with legislation may be overkill. Why don't schools just become more sensitive to the other side of the argument and listen to the parents' requests, consult with them, and then exercise enlightened discretion?