My daughter was classified special ed after struggling in elementary school and undergoing extensive evaluations. I found much of the evaluation process subjective with conflicting diagnoses. However, special ed classification has resulted in extra resources and accommodations that have been important in helping her academic progress.
I think part of the problem can be attributed to poor teaching and curriculum. It’s highly unlikely that my daughter would need special ed classification if she received direct instruction in a logical, sequential and comprehensive curriculum. Instead, due to the rise of constructivism in our public schools, the teacher often serves as a facilitator while the students are expected to “discover” their lessons in mixed ability groups. Many lessons are organized thematically (if this is February it must be black history lesson time) and presented in an in interdisciplinary manner. Fifth graders are taught to write essays about the evils of global warming even though the fundamental science that is needed to understand this topic has not been part of the curriculum in grades K-4. In math class, fourth graders pair off to discuss concepts, but practicing math procedures to mastery rarely happens.
Dr. Galen Alessi’s study of 5,000 student being evaluated for special ed found that school psychologists NEVER found fault with the teachers, curriculum or school administration. The cause of student learning problems was always either the child or the parent. http://www.wrightslaw.com/advoc/articles/alessi_problems_blame.html
Schools need major reform, and I think vouchers may be the only way to make that happen.
