Date: Thu 02-Jan-1997

Publication: Bee

Author: MICHEL

Quick Words:

schools-special-ed

Full Text:

Special Education: Finding New Alternatives To Old Methods

(with cut)

BY MICHELE HOGAN

The Newtown Board of Education and the state education office agree that money

is being wasted on procedural aspects of the special education process that

would be better spent on relevant programming for the kids in need.

In some cases, educators are finding that programs, like Reading Recovery,

while not technically special ed, are working to help children with special

needs.

This idea of meeting individual learning needs without going through a special

education process is being done successfully since the 1994/95 school year in

Newtown, with a first grade Reading Recovery program.

Bill Bachrach, reading specialist at Middle Gate School, said that with

reading recovery "children can get the services they need without labeling,

and the negative mind set that goes with that."

He explained that it is "an early intervention program, not a remedial

program. It is not done after a child has failed, but is done to prevent

failure in the first place."

This fall, kindergarten and first grade teachers at Middle Gate School

referred 20 children that they felt would benefit the most from the one-on-one

help available through the reading recovery program.

These children were then tested, and the eight with the greatest needs were

accepted into the program.

These students are receiving 30 to 45 minutes a day with a specially trained

teacher who remains in close contact with the classroom teacher, a special

education teacher and a reading recovery specialist until they reach grade

level in reading.

Of those eight students, Mr Bachrach is "anticipating that six will get up to

grade level [in January] and we are working our behinds off on number seven

and number eight. We knew it was a further reach for these two."

In January, February and March, as this group graduates from the program, a

handful more places will open up for other first graders who will receive the

specialized education they need, without any formal identification process.

The early intervention allows for "services without the label," explained Mr

Bachrach, which he believes has many advantages.

Mr Murphy, speaking about special education programs in general, commented

that "If we could do more on early reading literacy, and help kids that are

lagging early on, we would reduce formal identification."

Due Process

In a recent draft report on Special Education and Pupil Services provided by

the Connecticut State Department of Education, the state recommended a

seamless integration of special education with mainstream education, not

dissimilar to the approach taken by the Reading Recovery program used in

Newtown district for first grade students.

The draft report points out that "special education has become a means for

children to get the personal attention that is often not available in the

mainstream classroom."

Robert Chiappetta, pupil personnel services director for Newtown, confirmed

that "people seem to think that unless your child is identified you won't get

anything to happen."

But the identification process for special education is time consuming for all

involved, and in many cases the process itself can be detrimental to the

student.

The state report continues that "While there is clear evidence that these

disabilities [learning disabilities, speech language disorders, and emotional

problems] make learning difficult, there is little or no evidence that these

children make more significant learning gains because they have been

identified."

There are many risks with the identification process. One difficulty is the

significant time lag which is typical before services start.

Often students must wait several months, sometimes longer, to be formally

identified and eligible for special education. (This is from the time the

classroom teacher or parent asks if a student should be identified, through

the testing of the student, preparation of reports, and setting a date for the

meeting.)

School staff and specialists must take time to prepare for a Planning and

Placement Team Meeting.

Prior to the meeting, the parent receives official notification of the

meeting, a preparation work sheet, and a five-page document detailing the

"Special Education Rights of Parents."

This document outlines "due process procedures" including the right to be

represented by legal counsel at "mediation or hearing" if the due process

procedures carry on unresolved into mediation.

At least in some cases, any specific suggestions for coping with or overcoming

the educational difficulties that the student might be encountering are not

included in the package sent prior to the meeting.

The school principal, the school psychologist, a special education teacher,

the classroom teacher are expected to present their case on the issue of

special education for the student in question. The parents, along with a

lawyer if they choose, present the parents' view.

Instead of a meeting focusing on what each person can do to best meet the

child's education needs, an intimidating legal process can sometimes ensue.

Mr Murphy said that with a lawyer in the room, the "tenor of discussions" is

changed. Tom Murphy described how attorneys, provided by the school system at

a cost of $100 per hour, would have a vested interest in prolonging

discussions.

He described how attorneys will look for an area where services are not

provided. Teachers will "keep their cards close to their chests, knowing that

anything they say can be used against them."

"The teachers get worried, and goodwill becomes secondary to filling the

file."

Ironically, this is not what anybody really wants. Except in rare situations,

parents, teachers and the student all want the same thing -- the student to be

successful in school.

It is the legal process of ensuring the rights of students, the due process

procedure resulting in official identification, that can be a roadblock to

success.

Tom Murphy at the state education office said that he "doesn't want to remove

the right" of parents to get appropriate education for their children whatever

the children's needs are, but he wants the focus to be on the child, not the

identification process.

Mr Chiappetta at the local level agreed. He said "people get gun-shy. We spend

too much time on procedures. It's trying for the teachers."

The whole process of entering special education can also be detrimental to

students by risking their self-image, reducing the expectations others have of

them, and setting up what can be a contentious relationship between parents

and school at a time when teamwork between school and home are crucial to

success.

Mr Murphy explained that students who are not keeping up with peers often act

up out of frustration. This can make parents feel defensive at a time when it

would be more helpful for parents to be learning strategies for overcoming a

problem.

The special education draft assigns the "special education" label to students

for the duration of their educational careers. That label, according to Mr

Murphy, causes people to have lower expectations for the child.

Newtown Board of Education and the state are both driving for a seamless

connection between mainstream education and special education which would

provide services while minimizing the labeling and procedural requirements.

Mr Murphy would like to see informal pre-identification strategy meetings

between parents, teachers and specialists.

He explained that this meeting could provide parents and teachers with

strategies for dealing with a situation, and give students the help that they

need, without the risk of lower expectations or stigma of a special education

identification.

Special education could remain an option if the individual programs developed

by specialists, teacher and parents do not work.

One-On-One

Makes A Difference

At Newtown Middle School, students who have been identified benefit from the

use of a reading resource room. There, students can work one-on-one with one

of two special education teachers and/or ten educational assistants to solve

specific difficulties related to reading and writing.

One of the teachers, Maryanne Bisson, said, "Some students with one-on-one

would not be functioning in a mainstream class. It would not be as successful

and could result in more behavioral problems."

Corrine Cox, special education teacher at Newtown Middle School, has been

excited by the exceptional development of Chris Bergeron, who has been coming

to her three times a week for help with reading.

Chris said that when it comes to reading, "it's got to be exciting, or

unknown, something nobody cared to read about, a mystery, a secret."

Mrs Cox listened to Chris, found ways to incorporate his interests with the

reading and research skills he is learning. It is working.

Ms Cox explained that "Chris is working on skills he may have missed on the

way."

Chris elaborated, "I break down words, use prefixes and all that stuff."

A week ago, on the computer, Chris drew a picture of a mysterious dark cave.

Later, when Ms Cox was looking through a recent issue of Discover magazine,

she found a photo of a cave on Pitcairn Island that looked just like Chris's

cave. She brought him the article with photo even though it was written above

his current reading level.

It was his determination to learn about Pitcairn Island that drove him to

overcome any reading difficulties he encountered.

Now, he has found the name and address of the governor of Pitcairn Island who

publishes an island newsletter, and he is writing to him to get their

publication.

Chris said that he really wants to know what kids do on an island with a total

population the same as two school classes.

Not only is Chris gaining knowledge about life on Pitcairn, but more

importantly, his newfound engagement with learning, improving reading and

research skills are carrying over into the regular classroom.

He is fast approaching what Superintendent of Schools John Reed considers the

"sign post for success in special education" which "is the attainment of

normal curriculum."

Dr Reed also emphasized the importance of getting students involved in

learning.

Special Ed Funding

According to Mr Chiappetta, the recently publicized cuts in state funding for

special education throughout the State of Connecticut should not impact local

delivery of special education programs.

Mr Chiappetta said that in Newtown, changes in education policy are not

directed by changes in state funding.

Mr Chiappetta said, "In the 20 years I have been there, changes in special

education policy have always been the result of internal decisions."