I am very much aware of my son’s strengths and weaknesses. I agree with the teacher on those issues but still think that he is perfectly capable of being in regular ed for math (his strong subject).
This year he has the same teacher again and he is getting easier math papers than he got at the end of last year. This makes no sense he should be doing more difficult math now.
I am sure it is easier for the teacher just to hand out easy stuff the kids can do instead of teaching something new.
Well, I have only just begun and I will not sit back and let them not teach my kid what is capable of learning.
I don’t know about your school district but mine does tons of review. My son learned regrouping in second grade (resource room) but they haven’t done it yet in third grade and he is now in the regular classroom, although in a small group moving slower.
Also, sometimes nonmath problems keep kids in the resource room. In my son’s case, it was visual spatial, language issues, and memory problems. He actually scored a full year ahead in math concepts. Still, the recommendation last year was resource room because of the other problems.
He is doing OK in a regular room this year (first time—third grade) but it has been a lot of work and he has a wonderful supportive teacher. The regular textbook is visually confusing which has caused problems. Frankly, there have been times when I wished he was back in resource room. (I’ve even asked but was told he was doing OK). He has reading issues which are much more severe and last year when he was in resource room, I didn’t have to worry about math as well.