Tag Archives: K through 12

The Importance of Keeping the Special Needs Child in the Classroom (Or Not)

Calhan High School seniors in Colorado, USA.
Calhan High School seniors in Colorado, USA. (Photo credit: Wikipedia)

By the time my son was in second grade, I was working as a special education assistant. I was an “inclusion” aide/a paraprofessional/etc. “Inclusion” is what happens when a special needs child is put into a regular classroom with his/her own peers. Different states and school district call it different things. It came into vogue in the late 1980’s when President Reagan passed some sweeping legislation regarding special needs people.

I must say that “inclusion” is an excellent idea with qualifications. IF the special needs child is willing and quiet and IF the school district provides the child with special needs with a trained assistant to facilitate the child’s participation in a regular classroom the program WILL work.

There are two reasons “inclusion” does not work. The first and most important reason is if the child is violent and unable to control impulses to scream, throw furniture, or sit in a classroom with other children. And when I say “sit in a classroom with other children” I mean if the child does not have the ability to stay in one place without outrageous outburst that result in chaos, that child is not able to “sit in the classroom with other children.” (I realize I’m repeating myself on various levels here.) The other reason “inclusion” does not work is when there is not a dedicated person to sit next to the child and quietly facilitate a level of learning so the child feels fully integrated into the classroom projects and curriculum with their peers.

I’ve seen it work and I’ve seen abject failure.

Another reason it does not work is perhaps outside what a school district has control of – the special needs child’s’ parent is unwilling or unable to recognize the limitations of their child in the public school setting.

I was a teaching assistant or a long-term substitute teacher in public school from grade K through 12th grade. My education degree left me a qualified teacher trainer for private school. Instead of pursuing that I got a degree in art and worked as a commercial artist. Then I had children. I spent nine years full-time with special education in public school before switching to the job as long-term sub where I would have to not only write curriculum but write the tests.

I’ve worked with teachers I wouldn’t want near my child and I’ve worked with teachers I adored. I’ve seen children taken from my classroom in handcuffs, kids who were too high to lift their heads from the desk, and I’ve seen children who desired to excel. On September 11, 2001 it was my first day as a long-term substitute in second grade. That morning when the planes hit the buildings in NYC the principal came on the loud-speaker and informed us that if parents came to pick up their children, we were to let them go. I didn’t understand what he was talking about. About five minutes later I did. I couldn’t believe it – teachers crying in the halls, frantic parents running toward classrooms. It all made sense later. Problem was I had just taken over from a teacher who had had a meltdown the day before. The next day the kids came to class crying. They thought that the planes had killed their teacher the day before and that was why I was there. I kept up with those kids for ten years. Every time they ever saw me it was a hugfest. Such sweethearts. What a dope their teacher was to leave them.

I’ve had the privilege to teach a child that everyone else had given up on. She learned to read, to write, and to add and subtract. That is the joy of teaching. Without “inclusion” that would never have happened.

But I’ve also seen children who have kept a teacher entirely focused on their needs to the exclusion of all the other children in the room. I’ve seen children in second grade throw desks, or have to be put into a “safe” hug and be carried out of the room kicking and screaming by two or more teachers. This stops the education process of 28 other children. There is no telling what kind of psychological aspects such doings have on a regular child’s mind.

With all the other distractions a regular classroom offers a child, to have such folly on a daily basis is nuts.

I have a friend who is a teacher at a charter school and her situation is even worse. The children in her school are booted forward every grade level but don’t actually acquire any skill level with any degree of accuracy as far as reading, writing and arithmetic. I don’t believe charter schools are the answer. They sound great, but they fall to the level of their counterparts. Water seeks its level and runs down.

Private schools are damn expensive.

Next blog: the solution isn’t so complicated.

The Truth About Public Education in America

Dutch schoolmaster and children, 1662
Dutch schoolmaster and children, 1662 (Photo credit: Wikipedia)

When milk is mixed at the processing plant it is called homogenization. The mixing process is so thorough there is no separation of fat from the liquid. The cream no longer rises.

This process is similar to what happened in the public school system when my oldest child began kindergarten twenty-five years ago and this scheme continues to this day. Where there used to be “levels” between classrooms of children, meaning there were the high achievers/high intelligence children in a classroom, the average children in a classroom, and the lower/slower learners. The year my son started, they did away with this. The idea being that the lower/slower children left school with low self-esteem.

The result of this experiment was that there were no “upper-level” classes and “lower-level” classes any longer. However, if the child were to be tested and passed as “gifted and talented” there were classes available for that child.

In theory children mixed together encourage the low-ability children to catch up to the high-ability children. The teacher was to teach to the higher level children and the low-level children would simply work harder. They would learn to be equals.

A fine example of the “liberal” thinking of the board of education. Humanism at its finest.

As you might guess it didn’t and doesn’t work like that.

You can’t throw enough money at children to make them into something they can not be.

The teacher never was able to teach to the highest because the low-ability children were left so far behind that they were in a constant fog of inability. So here is what actually happened: teachers spent 10 minutes of classroom time in the mornings teaching a new concept in language (grammar, reading, writing) and ten minutes in the afternoon teaching a new concept in mathematics, science, or social studies. Then the teacher would give a pile of work to the smart-quick-able children to keep them busy. At that time the teacher would spend the rest of any time she/he had available to take the lower-level children aside and either test them (for ESL [English Second Language] and/or to place them into “pull-outs” involving remedial teachers) or to re-teach them in any concepts that the other children had completed. This would take up about fifty percent of the teacher’s time in both the mornings and in the afternoons. That is in fact if there were no extra outside-of-the-classroom activities such as a program in the cafetorium about diversity, being nice, or saving our planet. This also excludes the arts, PE, music, and library programs. (I wholly support the arts, music, PE, and the library programs and believe if these were deleted the children would suffer grievously.)

The homogenized classroom is full. This usually means between 23 and 25 kids in a classroom in grades k thru 3rd and in 4th and 5th grade there may be 30 kids in a classroom. I’ve seen a classroom of 22 fourth-grade kids split up and the teacher reassigned to a different school. This is to justify the numbers and the monies allowed per teacher and classroom per campus. I will explain how I know this first hand in another blog.

The average child can read and write by the second grade. In  a classroom of 25 children there will average ten children who are far ahead of everyone else in ability and there will be ten children who are far below the other children’s ability. That leaves about five children who get it and are able to keep up with the upper ability kids. The children who are ahead are loaded down with busy work. While the teacher is re-teaching the other children, they must work on that busy work. By the second grade most of these kids have figured out that what they have been given is busy work. These smarties are likely to race ahead, finish everything and then proceed to disrupt the entire classroom. They are bored. Bored children are not well-behaved children. At this point they are not able to figure out on their own that there are other things to accomplish, other books to explore, other concepts to delve into. They are simply bored. This can carry on into middle school and high school. My experience has been that if a bright child in high school who is bored and who is not involved in sports will experiment with drugs, just saying.

This homogenization of children might have seemed like a good idea at the time. After all, we certainly don’t want any children with low self-esteem(!). But the problem is that the process only created more specialization teachers to be trained for pulling out the low-ability children, and do you not think these children KNOW that they are not the same as the other children. Of course they do. They may not be able to do the math or the language arts but they sure as heck know that they can’t keep up. And what about the self-esteem of the brighter children who now must get fussed at for bothering the rest of the class because they are finished with their busy work?

Don’t you just love that your children are the guinea pigs being used for all sorts of educational experiments?

After my children went through one of the country’s top-rated school districts (and the most culturally diverse) the only thing standing between them and a good college education was their lack of education and the ability of their mom and dad to write a check.

I will write more about gifted and talented and the special needs children in public education at a later date.