The Blame Game

This is from a fellow advocates blog and I wanted to share it.
"The Blame Game" was printed in the morning's Lafayette (IN) Journal and Courier. The full, text is below, complete with research links which were largly omitted from the column.


Why do children continue to fail in school despite being repeatedly tested? According to schools, children fail because they do not want to learn or their parents do not care. Typical school culture is to first, blame the child, and then blame the parent.

Dr. Galen Alessi, Psychology Professor at Western Michigan University researched this phenomenon by asking 5,000 school psychologists why children have learning and behavior problems. Not one psychologist mentioned inappropriate curriculum, ineffective teaching, or ineffective school management practices as a factor for student failure. Psychologists blamed parent and home factors 10-20 percent of the time and child factors 100 percent of the time.

Common sense tells us that it cannot always be the fault of the parent and the student.

Most five-year-olds are excited about starting school. We need to find out why that excitement wanes and dies.

Schools always treat parents as outsiders in educational decision-making. It’s okay for parents make copies, file records, and raise funds, but a parent who offers methodology suggestions is labeled a “helicopter” parent at best, a “nutcase” at worst and told to leave this to the experts.

We never hear about parents who spend hours helping their child or who pay expensive tutors, only to see their child fail. Nor do we hear about parents who go to school unsuccessfully begging for help for their child.

Some parents never learn they have a right to have the school test their child for conditions that interfere with learning. Children placed in special education programs may spend their entire school career there without learning to read. They were either identified too late, after the window of opportunity had closed, or, they received “accommodations,” not appropriate reading instruction. Instead of learning to read, their assignments and tests were read to them. They are unprepared for further education, employment, and independent living.

According to the Florida Center for Reading Research (FCRR), schools can identify children with reading disorders in preschool or kindergarten. Serious reading difficulties are preventable with the right kind of intensive instruction provided early in a child’s development. That window of opportunity closes early. After first grade, a student can still improve. However, those who do not receive early powerful interventions will always perform poorly on phonemic decoding, reading fluency, and spelling. They will never be able to close the gap.

Alessi, Galen. (1988) Diagnosis Diagnosed: A Systemic Reaction. Professional School Psychology, 3: 145-151

http://www.fcrr.org/TechnicalReports/Dyslexia_Technical_Assistance_Paper-Final.pdf

Torgesen, J.K., Wagner, R. K., Rashotte, C.A., Rose, E., Lindamood, P., Conway, T. , & Garvin, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psycholog, 91, 579-593.

http://mustang.doe.state.in.us/IS/iststate2.cfm?year=2009.20&grade=3&gender=C&SubmitForm=Submit

The Importance of Brown vs. Board of Education

Did you know that the rights of children with disability to be educated in the least restrictive environment (LRE) flows directly from Brown vs. Board of Education. The Brown case was the vital Supreme Court case, which held that the segregation of people due to race was inherently discriminatory and harmful. Read the case to understand the important of LRE for our children. http://www.wrightslaw.com/law/caselaw/u

Justice O’Connor on IEE's

This is from Justice O’Connor’s decision in Schaeffer v Weast. I’m not an attorney, but I think that a Supreme Court interpretation is peremptory. I think the right to an IEE was an important consideration and one reason why they ruled the way they did. If this right doesn’t exist, one has to wonder if they would have ruled differently.

“They also have the right to an "independent educational evaluation of the[ir] child." Ibid. The regulations clarify this entitlement by providing that a "parent has the right to an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the public agency." 34 CFR §300.502(b)(1) (2005). IDEA thus ensures parents access to an expert who can evaluate all the materials that the school must make available, and who can give an independent opinion. They are not left to challenge the government without a realistic opportunity to access the necessary evidence, or without an expert with the firepower to match the opposition.”