Under the headline, “Age-Old Problem, Perpetually Absent Solution: Fitting Special Education to Students’ Needs” in the Washington Post, Jay Mathews writes about the case of Miguel Landeros:
Miguel Landeros is a lanky, well-spoken 12-year-old about to begin seventh grade in Stafford County. He is severely learning disabled, with reading, writing and math skill levels at least two years below his peers, and needs special teaching, according to a licensed clinical psychologist at the Kennedy Krieger Institute in Baltimore and other specialists.
Last February, Stafford officials refused to accept that evaluation and left him in regular classes. He performed poorly, failing all core subjects. Recently, they promised to give him more specialized services, but not the ones the experts who examined him say he needs.
I admit that education writers in general, and I in particular, write very little about learning disabilities and the many failures of federally mandated public school programs to help students who have them. I often say the cases are so complicated I have difficulty translating them into everyday language, and even then readers struggle to understand.
Mr. Mathews’ admission of a lack of understanding about special education (in general) and Learning Disabilities (in particular) is unsurprising to me. Not only is there a lot to know (and, sadly, too often educators do not even know what there is to know), but lots of people who view educational issues through the lenses of finance, policy, and social justice simply don’t get (a) the evidence available about effective educational practices and (b) the personal side of education.
Had Miguel had early access to effective instructional practices, which have usually been more readily available in special education, during his early years of schooling, he probably would have at less substantial problems as he moves into middle school. Special education has been education’s reservoir for research about effective teaching methods over the past 20-30 years.
Dan Hallahan and I cited a series of innovations that emanated from LD (e.g., systematic monitoring of progress, explicit instruction in strategies for solving academic tasks) and are now widely adopted in education. In Michael Gerber’s memorable phrase, Learning Disabilities served as blue-green algae for education, forcing us to abandon antiquated notions of classification and instruction and move toward more flexible perspectives, just as blue-green algae precipitated a change from Linnaean taxonomy to classification based on evolution.
The case of Miguel illustrates how educators reject reasonable and evidence-based methods in favor of ideologically driven policies. In place of employing powerful instructional practices and adapting instruction to individuals, schools too often explain away students’ difficulties. They make what amount to excuses!
I have not seen the thick sheaf of papers that Miguel’s mother sent to Mr. Mathews, so I don’t know if that folder contains any of the following excuses for not serving Miguel. I suspect, however, that Kelli Castellino (Miguel’s mother) has heard some of them, and likely others:
- “He’s just a boy; they mature differently”;
- “He’ll get it when he decides to put his mind to it”;
- “We don’t want him to have the stigma of special education”;
- “He just needs a little extra time to finish things”;
- “We can’t give every child a Cadillac education.”
(Parents and teachers, please feel free to add other examples to this list. Just drop ‘em in the comments.)
In addition to the excuses, we educators often let ideology and half-truths trump the individual needs of children, which puts us at odds with parents. The innovation of the Individuals with Disabilities Education Act (IDEA) was considering students with disabilities as individuals. Based on the unique educational needs of those students determined to be eligible, educators and parents are supposed to develop individualized education programs.
I suspect that Ms. Castellino also heard that (a) the least restrictive environment is a critical concern, (b) inclusion is the approach recommended by experts, (c) accommodations are all most students really need, (d) special education identification processes are subjective and arbitrary, (e) half of the students with LD don’t really have true disabilities, and more.
Many special educators, especially those in administrative positions, seem to have bought the idea that including everyone in general education is the goal. They point to the lesser outcomes for students with disabilities (e.g., higher failure rates on competency tests and greater chances of under- and unemployment after school, just to name a couple) and argue that those results are caused by special education’s separatistic and ineffective ways. For some unknown reason, they forget that there must have been something unique about the students that contributed to them being identified in the first place.
They also ignore the fact that some of the early, ardent advocates of inclusion have recanted. Take, for example, Mary Warnock’s change of position, as noted in this entry over on Teach Effectively:
Mary Warnock, the individual most responsible for promoting inclusionary policies and practices in Britain, has said that the effort to include students with disabilities in mainstream schools has “Has gone too far. It was a sort of bright idea of the 1970s but by now it has become a kind of mantra and it really isn’t working.”
For some students, inclusive schooling is just fine, but when it becomes the de facto standard, then it butts heads directly with IDEA’s foundational idea: individualization. When inclusion is invoked in cases such as Miguel’s, ideology trumps reason.
Mr. Matthews wondered whether a charter school for students with LD would be a solution. I suspect that one based on evidence about effective instructional procedures and practices (and there is plenty of research documenting them) would be beneficial for those students. But, those same methods could be put into practice in the public schools. A major impediment to doing so, in my estimation, is our current emphasis on how special education is something to be avoided, that it’s broken, wrong, misguided, and undesirable.
Another reason that the charter might work is that it might be freed from the shackles of ideologically-driven education. But I can already hear the howls about how awful such a school would be. The ideologues would complain that it was separatist, inconsistent with the real world, too expensive, and so forth.
Link to Mr. Matthews’ article.
Gerber, M. (2000). An appreciation of learning disabilities: The value of blue-green algae. Exceptionality, 8, 29-42.
Lloyd, J. W., & Hallahan, D. P. (2005). Going forward: How the field of learning disabilities has and will contribute to education. Learning Disability Quarterly, 28, 133-136.
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Miguel might show us what’s wrong
Under the headline, “Age-Old Problem, Perpetually Absent Solution: Fitting Special Education to Students’ Needs” in the Washington Post, Jay Mathews writes about the case of Miguel Landeros:
Mr. Mathews’ admission of a lack of understanding about special education (in general) and Learning Disabilities (in particular) is unsurprising to me. Not only is there a lot to know (and, sadly, too often educators do not even know what there is to know), but lots of people who view educational issues through the lenses of finance, policy, and social justice simply don’t get (a) the evidence available about effective educational practices and (b) the personal side of education.
Had Miguel had early access to effective instructional practices, which have usually been more readily available in special education, during his early years of schooling, he probably would have at less substantial problems as he moves into middle school. Special education has been education’s reservoir for research about effective teaching methods over the past 20-30 years.
Dan Hallahan and I cited a series of innovations that emanated from LD (e.g., systematic monitoring of progress, explicit instruction in strategies for solving academic tasks) and are now widely adopted in education. In Michael Gerber’s memorable phrase, Learning Disabilities served as blue-green algae for education, forcing us to abandon antiquated notions of classification and instruction and move toward more flexible perspectives, just as blue-green algae precipitated a change from Linnaean taxonomy to classification based on evolution.
The case of Miguel illustrates how educators reject reasonable and evidence-based methods in favor of ideologically driven policies. In place of employing powerful instructional practices and adapting instruction to individuals, schools too often explain away students’ difficulties. They make what amount to excuses!
I have not seen the thick sheaf of papers that Miguel’s mother sent to Mr. Mathews, so I don’t know if that folder contains any of the following excuses for not serving Miguel. I suspect, however, that Kelli Castellino (Miguel’s mother) has heard some of them, and likely others:
(Parents and teachers, please feel free to add other examples to this list. Just drop ‘em in the comments.)
In addition to the excuses, we educators often let ideology and half-truths trump the individual needs of children, which puts us at odds with parents. The innovation of the Individuals with Disabilities Education Act (IDEA) was considering students with disabilities as individuals. Based on the unique educational needs of those students determined to be eligible, educators and parents are supposed to develop individualized education programs.
I suspect that Ms. Castellino also heard that (a) the least restrictive environment is a critical concern, (b) inclusion is the approach recommended by experts, (c) accommodations are all most students really need, (d) special education identification processes are subjective and arbitrary, (e) half of the students with LD don’t really have true disabilities, and more.
Many special educators, especially those in administrative positions, seem to have bought the idea that including everyone in general education is the goal. They point to the lesser outcomes for students with disabilities (e.g., higher failure rates on competency tests and greater chances of under- and unemployment after school, just to name a couple) and argue that those results are caused by special education’s separatistic and ineffective ways. For some unknown reason, they forget that there must have been something unique about the students that contributed to them being identified in the first place.
They also ignore the fact that some of the early, ardent advocates of inclusion have recanted. Take, for example, Mary Warnock’s change of position, as noted in this entry over on Teach Effectively:
For some students, inclusive schooling is just fine, but when it becomes the de facto standard, then it butts heads directly with IDEA’s foundational idea: individualization. When inclusion is invoked in cases such as Miguel’s, ideology trumps reason.
Mr. Matthews wondered whether a charter school for students with LD would be a solution. I suspect that one based on evidence about effective instructional procedures and practices (and there is plenty of research documenting them) would be beneficial for those students. But, those same methods could be put into practice in the public schools. A major impediment to doing so, in my estimation, is our current emphasis on how special education is something to be avoided, that it’s broken, wrong, misguided, and undesirable.
Another reason that the charter might work is that it might be freed from the shackles of ideologically-driven education. But I can already hear the howls about how awful such a school would be. The ideologues would complain that it was separatist, inconsistent with the real world, too expensive, and so forth.
Link to Mr. Matthews’ article.
Gerber, M. (2000). An appreciation of learning disabilities: The value of blue-green algae. Exceptionality, 8, 29-42.
Lloyd, J. W., & Hallahan, D. P. (2005). Going forward: How the field of learning disabilities has and will contribute to education. Learning Disability Quarterly, 28, 133-136.
Sphere: Related Content