wondering about how much spec ed support

[CherylP]

I have several students in my class who were formally labeled self-contained, but that label doesn't exist in my school anymore. These children now go see a special education teacher for reading only. Since they're unable to read/comprehend the math questions on tests, they go take their tests with her as well. Given their grades upon their return from her room, they'd be considered top of my class. So my question is what's fair? I do agree these children need support with reading, but I also know they're getting coaching as well. It's not a problem big enough for me to apporach this teacher, but I wondered what other teachers think about their special needs students getting an extra hand with assessments and tests that goes over and above reading.

 

[Juli]

Special Needs Students

I am a special ed. teacher, have been for 25 years. The students' IEPs should state what modifications are needed for daily assignments and testing. The grade cards should have an * or other marking for identifying areas that have been modified and/or given assistance in work/testing. Most parents are realistic of their child's special needs, particularly when they have been in a self-contained class. They know their child more than likely will not go to college but want them to be as successful and independent as possible.When state standardized tests have been given, I have been able to read and paraphrase all areas of these tests. This year we have been told we cannot read comm. arts sections, even though we have worked on their reading where they are functioning at the rest of the year, working to bring that level up. This is not only going to frustrate the children, but also pull down the scores that are so important and publicized in the media. If students are in the MR range of ability they may qualify for being exempt from the tests, but a portfolio of their work will need to be made by the Special Ed. teacher. This is turned in, given a score, and still averaged in with school scores. This brings up the NCLB again. Every child can learn something, though not at the same level. Is it fair that some children will struggle all through school even with the extra assistance? If these students work hard, do they not deserve to make the grade? Not all my students get A's and B's either. They have to make the effort. I get frustrated when I see students that HAVE the ability, not use their brains. They have the advantage of being able to study and retain information. Should our goal be test-driven, or should we as a whole be looking at individual students and meeting their needs so that they can be productive citizens when they exit the school system. We can pay now or pay later when these same students may end up in jail, on drugs, and/or on welfare. Remember Einstein's teachers told his parents that he was not capable of learning. Many famous and not so famous people struggled in school because they were the square peg being pounded into the circle hole. Please look at the individual students and what they ARE capable of and not just at their weaknesses. You might find a budding Einstein!

 

[CherylP]

to Juli

Thanks Juili,
I think I do look at the special qualities of special ed students and that's why I have so many in my room (up to 10 at one time), no special education teacher team teaching with me. My question was just curiosity about grades. I have every confidence those students who take math in my class are as capable mastering math concepts as my better readers. The two I send out to read the test have difficulty with reading (one dyslexic and the other ESL). I fully agree with all you've send and promote that kind of thinking in my classroom. My only question/observation was that these two students seem to get coaching as well as reading assistance when they leave the room for assistance. My guess is that it's difficult to separate the reading/coaching given that comprehension of math worded problems needs some coaching if a student's comprehension is weak. Having said that though, I don't coach the students who stay in my room even though reading may not be their strength. Thank you for your wise words. It's nice to hear from the special education teachers given there are so many students with IEPs who I work with every day.

 

[kirsten]

Juli, I think you missed Cheryl's point

Support Services should level the playing field, not tilt it in the other direction If it's any consolation, a close friend of mine is a SPED teacher. Two of her students have one-on-one aides and even though she is a SPED teacher, she has had the same concerns you have with those aides and the assistance they were providing on homework and tests. She finally had to sit the aides down and give them explicit instructions to read the questions but provide no further guidance. The kids need to learn the concepts themselves. I can tell you she was VERY frustrated before she finally decided she needed to say something. Having taught in a regular ed classroom and in a pull-out ESL program, I understand the conflict, but it really does not serve in the students' best interest to give them help beyond what is stated in their IEP. They have to face the real world eventually, so they need to learn how to deal with disappointments and develop the perseverence in the face of those disappointments necessary to be successful. Maybe you could gently suggest that perhaps their IEPs should be reevaluated if they are able to master 100% of the concepts on the very first try every time. How many kids do that? That might be enough for the SPED teacher to recognize that perhaps a little too much assistance is being provided???

 

[Juli]

Fine line on the playing field

I agree that the playing field should be level. My point was for a student who does not read well or comprehend well, that reading info. and sometimes rephrasing so the students can then do the work as independent as possible. I have had LD students who made enough gains that IEPs were changed and they were given more time in the regular classroom. I wasn't suggesting that they be given the answers. Also, I have had some very bright LD students who just needed info. read so that they could comprehend what was being asked. A true LD student's IQ would be at least in the average range, some are above average. It is more of a challenge to students with language delays that involve receptive and/or expressive language. I have always pushed my students to do their best and not to be dependent on me or others. I am in a new building, where I have been told teachers before me had not pushed the students as much as I have. Yes, they need to deal with disappointments, but not failed because of their learning differences. The playing field will not be level when they get out of school. Those in the low-average range will be lucky to get an average job. Besides academics, students regardless of abilities, need to have people skills - be on time, follow directions, get along with others, do your best work. I guess, going back to original post of what is 'fair' - Do I think an MR student should be on honor roll? No. They don't have the concept of it. An LD student? Yes, if he/she has done the work with modifications as designated on the IEP. They have earned it. The other 'regular' ed. can also get their grades up by working hard. Hopefully, they have parents to help out at home. Our schools have Homework Pals 2 nights a week after school for 1 1/2 hrs. that any student can stay for to get extra help on assignments by teachers and volunteer high school students that come to the building. When I was able to go into the regular classrooms with students I would also help any other students in the classroom that would need help. Unfortunately, the building I'm in now does not do that. They do have paras that are traded around as much as possible to assist with LD and Language students in the regular classroom. When this is possible, the reg. ed. teacher can help the other students. I hope this helped some.