Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities.
V. Dion Haynes of the Washington Post (DC, US) reported on an apparent shortage of textbooks in self-contained special education classes. “After six weeks of classes, many special education students in D.C. public schools still are without math and reading textbooks, according to several teachers.” Administrators say that 90% of the students have textbooks and all materials have been sent to schools.
Link to the story.
Sphere: Related ContentOver on Mentor Matters, Mrs. Ris provided an excellent example of how the continuum of services has been thinned to the point that it cannot accommodate children. She has been documenting the situation with siblings who have emotional and behavioral problems—one who has been identified and the other who soon may be—and her school administrator’s efforts to meet these children’s needs…sorta.
In Mrs. Ris’ entry for 6 October, she provides editorial comments on the need for and absence of services in general education classrooms and elsewhere along the continuum of alternative placements.
The full continuum of services envisioned by the crafters of the original spec ed law is just not out there. Counties just say, “We don’t have that here, so the child has to receive services in a less than desired setting.” To my mind, this borders on the criminal. It’s definitely unethical.
Here! Here!
Link to Mrs. Ris’ entry on Mentor Matters. (Search for previous entries referring to her on this blog and over on EBDBlog.)
Sphere: Related Content
Bad Behavior has blocked 846 access attempts in the last 7 days.
*/goog +1 script added 20110711 */
Recent Comments