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Special Ed 101
The Sad State of Special Education in New York
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<blockquote data-quote="Sheila" data-source="post: 56468" data-attributes="member: 23"><p>In that the ultimate goals of NCLB and IDEA are to appropriately educate our children, I do not agree that NCLB and IDEA are at odds.</p><p></p><p>in my opinion, NCLB is the result of too many schools not doing their jobs as it pertains to educating numerous students. </p><p></p><p>A perfect example is my son and his reading comprehension problem -- and there are thousands out there with a weakness or disability that hasn't been appropriately address.</p><p></p><p>But, it doesn't do much good to be able to "read" if you can't comprehend what you've read. The school fought tooth and nail against giving him the services he needed because he was "making A's and B's." I was told I was "an overly concerned mother." It was no, no, and no! to help.</p><p></p><p>When he failed the reading accountability testing in 3rd grade, the principal advised "we were shocked." It was a contrived reaction. (Over a 2 yr period there had had many meetings about it with-principal, asst. principal, counselor, teachers, diagnosticians and Special Education directors.) My response was, "Why would would anybody be "shocked?""</p><p></p><p>difficult child didn't get the help he needed until he failed the accountability/NCLB testing. The fact is is that difficult child's struggles didn't matter until it impacted someone besides difficult child and us. We lost 2 very valuable years in intervention and services. I'm very pro NCLB.</p><p></p><p>With that said, there are indeed children that just can't learn. As with so many other laws, we tend to go from one extreme to the other. In these severe disability cases, there should be a different variable to measure AYP.</p><p></p><p>An interesting aside: difficult child's 5th grade Language Arts teacher said they just couldn't understand why so many kids were reaching the 5th grade and still couldn't read. I didn't want to offend her, so I refrained from telling her that unaddressed problems in lower grades were just being passed on to teachers in higher grades because teachers and counselors in elementary school were not advocating for their students. (In our case, they were just following the mandate of campus and district level administration.)</p><p>s. </p><p></p><p>What is a host school? </p><p></p><p>In that the number of students in severe disability type classes is usually very small compared to regular classroom sizes, it's amazing that one classroom would have such a profound impact on the school's AYP. How many students are in the classroom? What's the average number of students on campus?</p></blockquote><p></p>
[QUOTE="Sheila, post: 56468, member: 23"] In that the ultimate goals of NCLB and IDEA are to appropriately educate our children, I do not agree that NCLB and IDEA are at odds. in my opinion, NCLB is the result of too many schools not doing their jobs as it pertains to educating numerous students. A perfect example is my son and his reading comprehension problem -- and there are thousands out there with a weakness or disability that hasn't been appropriately address. But, it doesn't do much good to be able to "read" if you can't comprehend what you've read. The school fought tooth and nail against giving him the services he needed because he was "making A's and B's." I was told I was "an overly concerned mother." It was no, no, and no! to help. When he failed the reading accountability testing in 3rd grade, the principal advised "we were shocked." It was a contrived reaction. (Over a 2 yr period there had had many meetings about it with-principal, asst. principal, counselor, teachers, diagnosticians and Special Education directors.) My response was, "Why would would anybody be "shocked?"" difficult child didn't get the help he needed until he failed the accountability/NCLB testing. The fact is is that difficult child's struggles didn't matter until it impacted someone besides difficult child and us. We lost 2 very valuable years in intervention and services. I'm very pro NCLB. With that said, there are indeed children that just can't learn. As with so many other laws, we tend to go from one extreme to the other. In these severe disability cases, there should be a different variable to measure AYP. An interesting aside: difficult child's 5th grade Language Arts teacher said they just couldn't understand why so many kids were reaching the 5th grade and still couldn't read. I didn't want to offend her, so I refrained from telling her that unaddressed problems in lower grades were just being passed on to teachers in higher grades because teachers and counselors in elementary school were not advocating for their students. (In our case, they were just following the mandate of campus and district level administration.) s. What is a host school? In that the number of students in severe disability type classes is usually very small compared to regular classroom sizes, it's amazing that one classroom would have such a profound impact on the school's AYP. How many students are in the classroom? What's the average number of students on campus? [/QUOTE]
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