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It also puts severely handicapped students normal classes, where they are
sure to do poorly, IMHO, unless the teacher gives them all kind of "special" consideration, achievement wise. That is a big failing, I think. The kid that can not read does not need to try, and do poorly, at memorizing facts. They need to stay in reading and writing class, all day long, if need be. Same goes with the kid that comes to us from another country. Learn the language FIRST, then start on the rest. You have pointed out the many flaws in our current approach to education -- but, remember, those flaws existed long BEFORE "No Child Left Behind." Crazy do-gooders were trying to "mainstream" developmentally disabled (formerly known as "retarded") kids into regular schools long before Bush came on the scene. One of the reasons my 52 year old sister retired early from teaching (Spanish, English and French) was that her school district began placing developmentally disabled -- some severely so -- kids in her regular classes. Of course, chaos ensued, and the other "normal" kids paid a severe price. Worse, pointing this out to her superiors had no results -- in fact, she was chastised for even bringing the issue up. So, she called it a career, and is now working part-time tutoring Hispanic kids. This "mainstreaming" practice is so obviously absurd as to defy explanation -- yet it is now done routinely, both here in Iowa and in Michigan, where my sister taught. One thing is certain: No learning is going on in a class with students who are sitting in a corner bashing their heads against the desk. But this -- along with the equally crazy insertion of non-English speaking kids -- is an ENTIRELY different problem than "No Child Left Behind." -- Jay Honeck Iowa City, IA Pathfinder N56993 www.AlexisParkInn.com "Your Aviation Destination" |
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