I made the post “Parent/with a question”
After being in contact a good bit with my childs reg. ed. teacher„,and a phone call my husband got…I’m wondering if you could tell me how much a Reg. Ed. relys on a parent to inform them of “issues” with thier childs LD?
A statement to my husband was made by the Reg Ed. teacher that persuades me more that the teacher may not be fully aware of all the difficulties our child has.
Our childs current Reg Ed. teacher was “swamped” with children this yr that have difficulties.
And after reading the NCLB Act…I’m more convinced that our daughter may not be learning all that is shown on papers done at school. (Due to pressure on Districts to perform to certain standards and the penalties if they do not..such as $$$ and other things) Basically, I’m more certain of the stresses on Reg Ed. and Special Ed. Teachers and possible implications for them is “thier” students don’t learn at a certain pace.
What should I be doing to help the teachers other then what I am doing with homework and such? I’m in the process now of getting a schedule to be in the classroom and help with what I can when I am there, on a regular basis.
And what else can I be doing to ensure my daughter isn’t being “passed along” for the sake of numbers that are reported to the State each year?
I would appreciate some pro-active advice from you…thanks alot for tolerating me. :cry:
Re: Another ? after lots of research on NCLB and our situation.
Thanks for the repy ltyner :!:
Our Learning Support teachers are always involved in meetings. And at least 1 time aweek the LS teacher meets with the Reg Ed. teacher about the children in the classroom and what materials will be covered…basically exchange Ideas and Info. I can’t believe you guys aren’t included in meetings…Your input is of GREAT VALUE!
I was in the classroom yesterday and let me tell ya…I was shocked at the amount of children the reg. ed teacher has that require “assistance”. Not to mention how the Learning Support aide had to “juggle” her time and assistance among soooo many children that show difficulties. But a GOOD JOB was done considering the circumstances.
I made it clear to both LS teacher and Reg. Ed teacher my presence in the classroom is not to “watch them” so I can “tear” thier approaches apart at the IEP meeting. My presence there is to see how I can help my child. I mean, how she is being taught in the classroom, so I can bring those stradegies home to apply to homework.
I’m trying a different approach here and to minimize miscommunitcations and stress for our child. Just that one visit was EXTREMELY helpful!!! The reg ed. teacher is a “Saint”..she is sooooo patient and helpful to these children, but yet she does it in away that the work is done by the child with alittle assistancd from her.
But I’m also keeping in mind the NCLB act„,boy the pressure our childs teachers must be under!!!!!
I’ve also offered any of my help the teachers need while I would be present in the classroom.
So far all is “productive” but it the babysitting for our 3yro that I’m having difficulties with. :roll: Anyway, my goal is to be present in the classroom at least 1x a week, if not more.
Thanks for the encouragement lytner…as I’m trying to be as fair as possible and not undermine the teachers and thier teaching.
Take Care,
dsdmom
I think you need to really check with the school your child is with because each school is different with the collaboration between regular and special ed teachers.
At our school I struggle mightly as a special educator with time for collaboration. We are not allowed (by our principal) to sit in on team meetings so that makes us find each other in the work room, hallway, etc. Not optiumum conditions!
But I also know having been in several different districts in several states if your child has a caring teacher they will always relish your parental input.
I do know we are under great pressure for achievement. Our school is one of the ones you read about who doesn’t test well and the amount of observations we get, the documentation we need to provide is horrendous! I run the whole circle of emotions depending on where I am at the time of passivity to anger. Bottom line, legislators believe they are doing what is right for the child in renewing the changes in IDEA and with NCLB but it’s hard to legislate when we are all so different.
As to grade fixing, I think we do a little when we know the child has the core concepts and tries. But the key is that we need to be better at modifications on the tests, homework, expectations so that the needs are addrressed and not having to fix.
Keep up the questions and envolvement I sure it is appreciated. At least if I were working with you that’s how I would feel.
South Carolina