Special Education and the High Functioning child
Some recent posts to my online support networks and conversations with other parents have driven me to write today. Addressing the child with the non learning disability is problematic. Schools generally have two theories on a child's capabilities.
On one hand, there is the child who is age appropriate verbal. The school typically attempts to include or mainstream. However, they sometimes attempt to state the child "does not need specially designed instruction". These children may or may not receive a 504 accommodation plan. When the disability does finally show through (usually through undesirable behavior), the schools don't seem to understand how a child this "high functioning" could display this behavior. These children sometimes fall through the cracks or worse, get labeled with a Behavioral problem and moved to inappropriate placements.
On the other hand, the child that has a verbal disability may be intelligent, but schools tend to lump them into a category of needing special classrooms with a variety of verbally challenged children and a lower curriculum than what is provided in the typical classrooms.
The truth of the matter is, intelligence and verbal skills do not negate a child's need for special education. Nor does the lack of verbal skills mean this child is incapable the general education curriculum or being included in a regular classroom. Getting this point across to schools is yet another challenge.
The key to providing FAPE (free appropriate public education) to a child with a disability is truly "individualized". There are no cookie cutter or skeleton programs that will address each child's needs.
It is this parent's opinion that every child with a neurological disability be given an Individualized Educational Program (IEP). In addition, inclusive practices should always be tried first, especially for those children that are not academically impaired. However, it seems that the opposite holds true in our schools. The most restrictive environment appears to be where these children end up because of lack of school supports.
We need to start demanding that schools live up to IDEA 2004 and Gaskin Case law. Our children should "not be left behind" because the school doesn't have a ready made "fit" for them.
On one hand, there is the child who is age appropriate verbal. The school typically attempts to include or mainstream. However, they sometimes attempt to state the child "does not need specially designed instruction". These children may or may not receive a 504 accommodation plan. When the disability does finally show through (usually through undesirable behavior), the schools don't seem to understand how a child this "high functioning" could display this behavior. These children sometimes fall through the cracks or worse, get labeled with a Behavioral problem and moved to inappropriate placements.
On the other hand, the child that has a verbal disability may be intelligent, but schools tend to lump them into a category of needing special classrooms with a variety of verbally challenged children and a lower curriculum than what is provided in the typical classrooms.
The truth of the matter is, intelligence and verbal skills do not negate a child's need for special education. Nor does the lack of verbal skills mean this child is incapable the general education curriculum or being included in a regular classroom. Getting this point across to schools is yet another challenge.
The key to providing FAPE (free appropriate public education) to a child with a disability is truly "individualized". There are no cookie cutter or skeleton programs that will address each child's needs.
It is this parent's opinion that every child with a neurological disability be given an Individualized Educational Program (IEP). In addition, inclusive practices should always be tried first, especially for those children that are not academically impaired. However, it seems that the opposite holds true in our schools. The most restrictive environment appears to be where these children end up because of lack of school supports.
We need to start demanding that schools live up to IDEA 2004 and Gaskin Case law. Our children should "not be left behind" because the school doesn't have a ready made "fit" for them.
posted by AS Mom at
1/20/2006 12:32:00 PM
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