In reading the thread abourt Reed Martin/Pete Wright, one thing stood out for me in Anitya’s post (I am assuming she is a teacher.)
“Her child will be fully-included, with a 1:1 aide and with 1:1 time from the resource teacher, the speech teacher and only God knows who else. She is getting the Rolls Royce, which we are not legally bound to give.”
Are you sure that this “mentally retarded” child is not autistic? The standard for autistic kids in our school district is a a 1:1 aide (with the level of inclusion based on individual needs/strengths) and 1:1 time with a special ed teacher, 1 1/2- 2 1/2 hours per week of speech therapy, 1 1/2 - 2 1/2 hours per week of occupational therapy, and physical therapy, if needed. I know of at least 5 early elementary kids that get this level of service; those autistic kids that don’t need as much academic support still typically have a 1:1 to 1:3 aide in the inclusive classroom.
What you call a Rolls Royce is actually a Chevy sedan in terms of FAPE for autistic children.
My 8 year old is diagnosed with severe receptive/expressive language disorder and developmental coordination disorder (dysgraphia). He is included for homeroom, science, social studies, art, music, gym. He has 1:1 instruction in reading and math. He also gets 2 1/2 hours per week ST and 1 1/2 hours per week of OT. This is the minimal level of services he needs to help him keep progressing (reasonably close to though not at grade level) so it certainly is no Rolls Royce.
I think the mother you refer to is a real hero for fighting for her child. Even if she never reachs grade level the child will be better educated than she would have been without your “Rolls Royce.”
Pat
A good philosophy in general...
Maybe its being a woman, but I have found that its easier to get what I want by being nice. If you come on too strong its too easy to say you are hysterical, or overprotective. AND I believe that what goes around comes around - so I figure the people that don’t get it, or don’t behave in my sons best interest will get what they deserve some day anyway.
Re: The individualization may be...
Susan, thanks for your comments. These are complex issues, with many facets and factors that must be considered. Too many people in the world are content to maintain the status quo and really don’t aspire to change situations; in education and elsewhere, just a human trait. Sometimes the approach taken to try to force change can backfire, this is my fear at the present time. I do think that we may apply basic math to huge groups of people, they sink to a common denominator, to an average. When there is an incredibly ambitious, devoted and strong leader willing to stick her neck out and call for changes, then they can and do happen as is documented all over the U.S. in a small few schools under exceptional leadership. Great leadership may be a key and the qualities that create a great leader are only present here and there in a small few people. Like all things, leadership is a skill, quality, talent; partly inherent in the person and partly learned. Maybe the best route to take is too continue to study what makes great leaders and how great leaders make great schools. Not being in the least administratively minded myself, I really cannot say what is taught in administration programs these day to future school principals. These people can and do hold a key.
Re: A good philosophy in general...
Just as long as you are not so nice you are perceived to be a doormat. As a special ed. teacher, I personally respect any parent who is interested in the whys, the wherefores and the howto aspects of LD. If a parent takes a little time to educate herself, I will take the time to help and to discuss and so forth. I will know this person is not a doormat. However, this is not to suggest that I believe it is ok to slight anyone’s child, regardless of what they know or do. It is not OK to do that. Each child on my caseload is equally important to me and equally deserving of the best I can provide to him or her.
*Very* complex issues
As yet, I don’t feel the administration “bug” either. But, I do try to situate myself with good leaders. I was a good business leader and have a nose for finding them. Even though changing schools is a hassle (and I miss my friends), I will do it to better my teaching situation. (I don’t mind working for a challenged leader—if they leave me alone to teach & group—and know they are challenged in the leadership department. I will get away from a challenged, dictatorial leader or someone who thinks they’re a leader and are not.) I’ve been blessed in schools so far. My last principal was one of the finest, most saavy leaders. I probably think this because she gave me free rein!
I’m not certain about your other comments. I took an advanced Ed Psych class with a really cool guy. Very constructivist (and I was really scared of that.) He gave us the philosophies and the players in the field. We went out and researched to construct our own knowledge and presented it in a way that we could have kids present—PPT or brochure or poster—rather than term paper. I did tons of outside reading—am still reading some of the authors from that class. He made a believe out of me re: constructivism for content areas. I’ve had the opportunity to test drive the idea and the kids love it. (One must be able to read, write, and compute, however…)
Have a great day!
in student selection of knowledge demonstration. It might also be in how they construct some learning in some content areas. I’m pretty much a “basics gal” in reading, math, and written expression. Past that, I see that learning can be individualized if a collaborative team is interested in doing so.
Yes, Americans do generally (usually, most of the time…) stand on different points in the continuum. I think we first have to look for the common ground: What parents want for their future adult children. What members of the community want in future workers. These are our customers and stakeholders in student outcomes.
I am always very careful to discuss *flexible* skill grouping. When a student is ready to move to a different group—and it happens often—they are moved out of one group and into another than fits their skill level. To my knowledge, no judge has ever taken issue with this model.