Jennifer, I agree with you that we must bridge the gap for these kids who come to us already a year or so behind. But my total frustration with what is going on today is that the attitude seems to be that we can TEST them into being smarter. No money, programs, resources are being applied, at least in my district, to help me to help them. Oh yeah, the sped teacher or some "least qualified person" i.e.. aide, gives them a small burst a few minutes a day. But in truth, these poor kids miss much of what I am teaching during the day and get only a fraction of the day at a level appropriate for them. Don't talk to me about differentiating my curriculum . I do as much of that as I can, but I'm talking about situations with 25 other kids of varying needs and no aides or assistants for all or most of the day. Yes, I can teach them in guided groups at their level, but I feel like I am only giving them appropriate instruction for part of the day and these are the kids who need me the most and they get me for 30 minutes. Yes, I tried setting up center work for them, but I am already at school till 5 or 6 at night and am starting to feel like nobody else (meaning the administration ) cares about these kids in the cracks and my energy is wearing thin. No, they don't get any help from the reading teacher cause that's "double dipping" So, they get a program developed by a sped teacher but delivered by a Para with barely a high school degree and no training in teaching reading or understanding of miscues etc. or ability or training to deal with behavior issues. And that's okay because that's how we write the IEP's now. Anybody they list can deliver the instruction. As for me, I differentiate writing, spelling, math etc. and give them far more of my time than I give my "grade level" weaker students. Yet, I know I'm not giving them anywhere near enough to help them close the gap. Are we cheating these kids. You bet. In truth, they will fall further and further behind, because we simply don't provide the resources and help these kids truly need. We are being too politically correct in keeping them "included" and spending valuable teaching time, teaching them to pass a test "on grade level". I'm just so tired of platitudes and wishful thinking . Woe that it was as easy as your story and we could just think they were smarter and that'd make it so. But its time to face reality. How can we fix the problem if we aren't willing to admit its broken. These children have special needs. They need material presented differently, more frequently, at a slower pace, etc. etc. etc. Instead what I see in my 20 some odd years, is that more and more of the responsibility is being passed to the classroom teacher. Somehow, we are to miraculously help them to close the gap, while balancing 25 other kids need at the same time. In truth, the kids who need the most, get the least. The least appropraiate tasks, the least amount of time on task, the least time with a qualified instructor . That's special ed in today's schools. And no amount of teaching them like they are on grade level is going to help that. Just my rant for the year....sorry. Just got my class list for next year. I teach 2nd grade and I've got 4 kids coming to me reading on a level 4- I just needed to vent and thought some of you would understand my frustration.
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