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In Reply to: RE: Art Dudley - Listening, Nov. 2014 posted by RGA on November 21, 2014 at 21:43:03:
Okay, one last time.
You may use the term "spazzing", your colleagues may use the term. It is just not used in public schools. I know what a 'seizure' looks like. I know what it looks like when a kid has a severe emotional episode or decompensation. Honestly, "spazzing" is a term without educational meaning.
The point I want to make regarding "psychopath or "psychotic is that if a kid has a severe emotional disability, using medical terminology or otherwise and can't function in regular education class or special education classrooms with appropriate modifications (such modifications that can reasonably be delivered), then the student requires a more restrictive environment,which may be an out of district placement, to be determined by the IEP team.I think we agree on that issue.
Let's go back for a moment: IEPS in the US are legal documents, at least; they are not merely "fine and dandy". You have not the slightest notion of the number of complaints that parents (not limited to wealthy communities) and/or advocates file with the school or with the state educational agency regarding non compliance with IEPs; and each complaint is investigated, etc. Parents and or advocates reconvene IEP teams to discuss educational issues (complaints). No doubt, Jim has spent incredible amounts of time attending meetings and listening to parent complaints. So the "fine and dandy" statement is just a throw-away phrase. I limit my observations to urban and suburban school districts. Obviously, I have not the slightest notion of what happens in British Columbia or Hong Kong.
Wealthy communities, generally determined by high property values, have their own sets of issues around serving kids with disabilities, and they too, are hit by public funding -both state and federal - issues. Remember, kids with the most severe educational needs do attend more restrictive settings at public expense, regardless of parent income. Private special needs schools are incredibly expensive, most costing close to $100k per year and far more for kids with the most severe educational handicaps, plus transportation costs. No matter what you think, only a slight percentage of kids, wealthy or not, attend private schools.
Nothing to argue/discuss re ESL (not a public school, K-12 term), rather Limited English Proficient, or English Language Learners. Unfortunately, the term 'bilingual' has been stripped away. Before the onslaught of the education reform laws, kids with limited english proficiency could ease into regular education content areas after receiving content area in instruction in their primary language (based on number of kids in the district--usually a minimum of twenty)and English. Now, kids with Limited English Proficiency receive some form of ESL, which is really insufficient if the purpose is to maximize the chance for academic success,
Re teacher training. If one attends a school of education and wants to secure a teaching license ( K-12), then one must take a couple of courses that include special education methodology, simply because all teachers will find themselves with kids who have IEPs in their class. Of course regular education teacher training does not provide or expect the student to become an expert in special education. That's plain silly. It you are going to become a content area teacher, though, some special education course work is required (see, above). If you get a Masters Degree in an academic subject and you want to teach in a k-12 school, you can't escape taking education courses (and special education work). Obviously when one takes a practicum or student teaches, one is going to have to learn to deal with all students in a classroom---not at the level of a sped teacher --that includes kids on IEPs.
The term "equal" in the US pertains to equal access, not equal instruction content, though, the Common Core implementation moves very much in that direction, regarding teaching requirements of content areas and what will be assessed on yearly standardized testing (a very crazy requirement).
As to PC or not PC, that is an old, old distinction. Keep it simple: all students should receive an appropriate education that is congruent with their learning needs, whether or not a student has a special education need. Obviously, there are 'best practices' and limitations imposed by budgets (that are impacted by community wealth). As to how education is delivered in HK or BC, I have not the slightest idea and make no statements regarding those areas.
Even though Jim T and I have different experiences in public schools, I grasp the issues that he faces as a teacher. I understand his frustrations with teaching and schools. Any teacher in a US school would understand Jim's perspective. Agreement is not part of the discussion.
RGA, you have your opinions and they are driven by your experiences.They are valid for you. You know little or nothing about special or regular education, including teacher training, or the real problems or issues that confront teachers in K-12 schools in the US. So, just let this claim fall by the wayside.
Finally,I hope your teaching experiences continue to provide you with the satisfactions that you seek.
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Follow Ups
- RE: Art Dudley - Listening, Nov. 2014 - lord addleford 08:09:44 11/24/14 (0)
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