Although this was a chapter of few words, they were heard loud and clear. As an assistant principal, one of my responsibilties is special education. Nothing irritates me more than to be told by a teacher, "Johnny needs to be tested. He can't do anything." This chapter by Levine, hits the nail on the head. I seriously doubt that Johnny is not capable of doing anything. In recent years, there were large quantities of children being tested and given a label to be served in special education. These children are still not able to perform, because the material they are being asked to learn is the exact same they could not do in the classroom, it is just at a lower level. Many of these children choose the vocational track when they get into high school.
Response to Intervention is a "new" strategy being used to help these children succeed. I said "new' because in most effective schools, teachers would already be providing interventions. These interventions help some children but what about the children like Michael?
This chapter is so accurate in the need for educators need to celebrate all kinds of minds and to "advocate for the elimination of testing practices that inflict needless damage and unfair humiliation on so many students" (p. 293).
My thought is...would it be possible to have this vocational track start in elementary school? In a way they are through the formation of magnet schools and other institutions. I would love to hear your thoughts.
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You're on the money Cheryl. The RTI stuff should not be some "new" strategy...shouldn't we already be doing this stuff. UNBELIEVABLE!!!
ReplyDeleteAs far as the vocational track earlier in schooling...I don't know how I feel about it. Some days, I'm all for getting it started early on like they do in European countries, but other times, I feel like we'd be limiting 'late bloomers.' Definitely soemthing that needs to be looked at in detail. Nice Idea!! GOOD POST