"We would like those teaching methods that have proved to be effective for [my child], be used rather than those that have proven to be ineffective,
We would like the application of evidenced instructional methodology be used in the manner that the original researchers intended, unless the modifications have been checked against a baseline to establish that the modifications increase the effectiveness of the method,
This fascinating article depicts a research study showing poor readers brains displayed pronounced activity in several of the same left-brain areas that are active when good readers do reading-related tasks after the poor readers completed an experimental program.
A great article from the Wrightslaw people. I found it interesting that Pam is a Social Worker (something we really don't have here in Oregon) and her husband is an attorney.
This article gets to the heart of the discourse between parents and school officials: where's the motivation? Parents are motivated to get their child to learn (God forbid that we want an optimal education for our kids). Teachers? Well, read the article....
While we do not know what causes autism or how it can be cured, we do know that the best treatment for children with autism is early intervention from qualified teachers and education professionals. Achieving this goal is difficult because most special education teacher preparation programs do not adequately train teachers to effectively help autistic students.
Department of Education, under pressure from state legislatures, plans to ease some provisions of the No Child Left Behind Act. The provisions include some regarding teacher certification and also new flexible regulations on participation rates for testing. The new policies will be announced Monday, March 15.
Is your child on a 504 or IEP? Is he or she forced to:
- stay in from recess to finish homework?
- stay in from recess as a punishment due to a behavior related to disability?
- refrain from playing with a friend as a form of unrelated punishment?
Does your child have a Functional Behavior Assessment?
Another story about blaming disabled kids for lack of teacher/aide training and understanding of disabilities. Really, if they are going to do this at least they can throw up their hands and admit they can't so that private companies can move in and the the job right.
Well, well, well. Looks like the Oregon schools are going to get one of their wishes. Why should we be held accountable for disabled kids?
"Schools around the country will not be identified by their states as 'needing improvement' if their students with the most significant disabilities are unable to take the same tests as their peers."
An interesting story about a Florida school who hired a behavior specialist to help with mainstreaming and behavior issues.
If your read the story, be sure to look for any fault that might hint at teaching or school procedures (such as reinforcement systems, etc).
Schools Experiment To Maintain Order
Based on the theory that positive behavior has to be mastered before reading and math, elementary schools focus on disruptive students.
We do not anticipate that the IDEA Reauthorization will be addressed this year. IDEA will most likely be brought to the Senate floor early next year. The Senate has adjourned until Tuesday, 12/9/2003 when they will finalize a few appropriations matters and break again. The Senate will then reconvene for the remainder of the 108th Session on Tuesday, January 20th.
I think I'm going to get sick. Nope, kids have never gone from autism to normal IQ and indistinguishable from peers. Never. (please note sarcasm). Maybe we should write letters to Michelle Harper at White
Mountain Middle School in Eagle Point, Oregon. Geez.
I feel this story is the beginning of funding for autism. Here's why (drum roll, please):
1. They admit autism is not being delt with. The federal government is actually considering putting money into the disability!
2. They are claiming it will take 7-10 years to get services for kids. If they claim it will be in the next year or two, that would be misleading and impossible.
An interesting article on how unions blocked the creation of charter schools that would have been fully funded (and built!) by a philanthropist. The idea that 90% of the kids had to BOTH graduate AND go to college must have scared them.
Joe Klein on how Detroit lost out on $200 million for new schools
By JOE KLEIN
A very interesting article in the NY Times about special ed students and removals from schools. From those that know me, this is truly a trend that is out there - and no, I'm not being paranoid!
Of interest are a couple of quotes:
"Groups representing school boards and administrators say the current rules have forced teachers to tolerate disruptions by students whose presence in their classroom is protected precisely because they cannot control their behavior."
Not sure how many have perused Dr. Joel Arick's "Autism Spectrum Disorders Outcome Study" but I have found a few points that are questionable in the least. I'm not a researcher nor an autism expert, but with some research coursework in my background and common sense, I hope to illustrate some points of contention.
As part of an individualized program, the role of parents and family members will be viewed as critical and an intensive home component will be seen to be the vital glue that enables the entire program to work. Parents will be encouraged to be co-leaders with therapistsand educators in mobilizing a comprehensive, intensive, relationship-based, individualized approach for their children with special needs.
To implement these principles (which are described in some detail inour new Interdisciplinary Council on Developmental and Learning Disorders 'Clinical Practice Guidelines) will require significant improvements to services for children with special needs in most parts of the country. Even the best educational systems and most enlightened communities fall far short of providing sufficiently intensive, relationship-based, individualized approaches that work with the child's underlying individual differences and developmental capacities. Consequently the vast majority of children with special needs are not reaching their potential.
