Okay, I have a question. What are we doing for the group of kids who fall within the slow learner category? You know the group - IQ is pretty much the same as the achievement? IQs that fall within the 75-80 range with achievement below grade level but right with their IQs. They are by far worse off than the kids with ld or even emh (IQ 70 or lower) Why can’t we offer them some kind of services or help. It seems to me they are so left behind. Is this what we’re saying? LD students are smarter and could actually improve given the help? Slow learners are not as bright and can’t improve. I’ve been told that the slow learner kids are doing pretty much what they can do. I dont’ buy it! What about the self esteem of these kids. You can’t tell me that they enjoy failing grades - It’s so frustrating sitting in a special ed. meeting and having a kid not qualify who really needs the extra help. I hate labels and the stupid IQ cut offs. It’s something that years down the road I think we will regret. No kid left behind? We’re leaving plenty behind right now and it’s all because of unclear definitions of what is and what is not a learning disability. I am disappointed and shocked with some of the decisions that seem to come from mars.
see "watering up" the curriculum
THere’s a really good article on it in the “for teachers” section that was recently added. It’s worth printing out (just about 30 pages though :))— it’s worth doing some teacher training with it and examining what you’re doing in the regular classes.
Thanks for bringing this up, Sue. I find myself wrestling with the best way to handle slow learners who have IEPs. I believe that students benefit from the rich language and experiences in regular classes, but am concerned that they are not comprehending the topics/concepts/vocabulary of the 7th grade curriculum. We need to have them “learn” the curricula of Science, Math, Social Studies and Language Arts so that they may take the test that allows them to graduate from high school, but, at the same time, they may not pass the test anyway. Many of our regular education kids can’t pass the test. I am a grade 7-8 Special Educator and I wrestle with this each year: Placing kids and having them feel like part of the class in inclusion settings, addressing their needs as outlined on their IEP there, or direct instruction in a “resource room” to provide what the child needs, labelling students somewhat as “sped kids.”