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You are incorrect in this post. Special ed budgets are primarily federally funded, as are the mandates that districts provide those services.
When have you "really looked into budgets"? What districts? Funding for supportive services for students is extremely complicated, and that includes remedial, ESL/ELL, at GAT funding. I am afraid this is a case of making broad generalizations based on a limited amount of information.
I could go on, but I am too tired to argue with a bunch of people who are H_ _ _ bent on scapegoating sp ed for education costs rising.
I realize that is the theory but it isn't the reality.
Quote:
For FY 2012, IDEA federal funding covered 16 percent of the estimated excess cost of educating children with disabilities, less than in FY 2008 when federal funding covered 17 percent of the cost and well below FY 2009 when additional funding through the American Recovery and Reinvestment Act covered 33 percent of the cost. IDEA Part B "full funding" for FY 2012 would have amounted to approximately $28.33 billion, or roughly $16.95 billion more than was actually appropriated. The shortfall in IDEA funding has been assumed by the states and local school districts.
Special Education funding is a complicated topic. Most parents believe that federal and state governments provide funding and some even assume that special education is entirely funded by the federal government. But it is the local school districts who are mainly responsible for a free appropriate education, or FAPE. http://www.understandingspecialeduca...n-funding.html
I make note that one of my kids is TAG but since she attends a "TAG SCHOOL" here in Portland, all of the teachers have more education than other teachers in NON-TAG schools in PPS. The concept here is that every teacher in a TAG SCHOOL is required to meet the needs of all students in their classroom. There is also a special TAG school, called Access School which requires their students to score in the top 99% in both reading and math as well as overall giftedness. There will be 300 students enrolled next year. There are many options for giftedness here in PPS but I know many parents are unhappy with the TAG services here. I personally feel that TAG identified students need to get extra help and assignments from their parents at home. I have worked with my child's teacher so that the class curriculum is a good match with my child's abilities and my expectations. I have been happy with my kids' teachers, so far, but the school IS a TAG school so maybe that is why I am a happy camper.
You are lucky you live in a district that meets the needs of your children. Mine are all in college or careers now, but basically the gt classes have been reduced to one major one minor project a year. It's not enough. And yes, most of the parents of these kids try to provide extra opportunities, I always did, or homeschooled when that was the best thing for them, but most of the parents here aren't all wealthy or even middle class or upper middle class.
There is a finite amount of money for the schools, and my point was that it should benefit all of them best, like someone mentioned earlier, putting a very non-functioning child in a mainstream classroom benefits neither that child who is frustrated because they have trouble keeping up, nor the others who are frustrated for other reasons (mainly, they aren't learning) and costs the district a lot of money to have one on one aides etc. I admire that your school only mainstreams when it is appropriate, I don't think anyone has problems with that, I think it is good for kids to know that it's a big wide diverse world and we're all different, it's when the parents push for I want my kids in the "regular" classroom for every class, I want them taking algebra even though they struggle with basic addition, they will say just give them more tutors and aides (and yes, I have witnessed this firsthand) that it seems like a huge waste of resources, not only don't they learn, the other kids don't either because the teacher has to keep going over the same ground again and again. I think your school could be used as a role model because here and other places I have lived, some very poor states, some quite a bit better off, it seems that for the most part they are striving for middle ground and I don't think that helps any of them.
You are lucky you live in a district that meets the needs of your children. Mine are all in college or careers now, but basically the gt classes have been reduced to one major one minor project a year. It's not enough. And yes, most of the parents of these kids try to provide extra opportunities, I always did, or homeschooled when that was the best thing for them, but most of the parents here aren't all wealthy or even middle class or upper middle class.
There is a finite amount of money for the schools, and my point was that it should benefit all of them best, like someone mentioned earlier, putting a very non-functioning child in a mainstream classroom benefits neither that child who is frustrated because they have trouble keeping up, nor the others who are frustrated for other reasons (mainly, they aren't learning) and costs the district a lot of money to have one on one aides etc. I admire that your school only mainstreams when it is appropriate, I don't think anyone has problems with that, I think it is good for kids to know that it's a big wide diverse world and we're all different, it's when the parents push for I want my kids in the "regular" classroom for every class, I want them taking algebra even though they struggle with basic addition, they will say just give them more tutors and aides (and yes, I have witnessed this firsthand) that it seems like a huge waste of resources, not only don't they learn, the other kids don't either because the teacher has to keep going over the same ground again and again. I think your school could be used as a role model because here and other places I have lived, some very poor states, some quite a bit better off, it seems that for the most part they are striving for middle ground and I don't think that helps any of them.
Thank you for your input. Yes, I think the mainstream kinder teachers at the school are quite happy that I had my child assessed by the district and then that I went with the recommendations of the autistic specialist from the district that we put our son in an academic contained classroom for spec ed students. He still is mainstreamed for lunch, recess, P.E. and one hour of mainstream kinder. I had some parents approach me with surprise that I would want this for my child. I knew this was the right thing and we are elated with the huge progress my son is making. It's helpful for mainstream kinder teachers to not have to try to teach my son how to sit still in a class of close to 30 other kinder students. The Spec ed class is giving my son skills and a social setting without trying to put him in a class where he cannot succeed. We are seeing my son's language develop into full sentences and self expression. My husband and I have been told by experts that my son has the potential to lead an independent life or close to it, as an adult. We are fortunate to be able to relocate to a district that supports the needs of spec ed students. We know this and feel blessed everyday. We volunteer our time and donate our money to the school foundation and to charity organizations that help people who are less fortunate than we are. I am glad to hear you say our district is a model because I constantly hear parents complain. It is all relative, I guess.
Thank you for your input. Yes, I think the mainstream kinder teachers at the school are quite happy that I had my child assessed by the district and then that I went with the recommendations of the autistic specialist from the district that we put our son in an academic contained classroom for spec ed students. He still is mainstreamed for lunch, recess, P.E. and one hour of mainstream kinder. I had some parents approach me with surprise that I would want this for my child. I knew this was the right thing and we are elated with the huge progress my son is making. It's helpful for mainstream kinder teachers to not have to try to teach my son how to sit still in a class of close to 30 other kinder students. The Spec ed class is giving my son skills and a social setting without trying to put him in a class where he cannot succeed. We are seeing my son's language develop into full sentences and self expression. My husband and I have been told by experts that my son has the potential to lead an independent life or close to it, as an adult. We are fortunate to be able to relocate to a district that supports the needs of spec ed students. We know this and feel blessed everyday. We volunteer our time and donate our money to the school foundation and to charity organizations that help people who are less fortunate than we are. I am glad to hear you say our district is a model because I constantly hear parents complain. It is all relative, I guess.
For the record, I think you made good choices for your child.
I believe parents who are NOT educators are free to post opinions on the EDUCATION forum. Poppysead has every right to her opinions and being a teacher or retired teacher certainly does not make you God. Maybe some of you educators or retired educators are just used to teaching children and like to have the last word. I would like to hear from actual Spec ed teachers working presently. I just spent a day with speech paths, spec ed teachers and occupational therapists that are working professionals. They didn't talk about over diagnosis of autism once in six hours. Non- spec ed teachers here are just giving an opinion like everyone else.
My daughter is taking time off because she is having a baby in a few weeks, but she is a special ed pre-school teacher. She had 2 for sure and one possible over-diagnosed student. It was not just her, she works at a private school and they have a team to evaluate, physical, mental and education specialists. The parents in these cases kept taking them to their own specialists who would refute what all the testing showed and not even consider other alternatives, they liked that the meds made their kids what they called "normal and calm". It happens. I don't understand it, why you would want your child labelled when it wasn't necessary, because let's be real here, when you are labelled it follows you, like it or not, but that is the reality.
I realize that is the theory but it isn't the reality.
You are incorrect. I worked in finance in special ed administration, with budgets of several million dollars. Both federal and state. It is true that the federal government has underfunded their obligations, but special ed funding is still overwhelmingly federal.
Hello everyone. I made it to page 7 or so before I skipped to the end.First I thought I'd fill you all in on my background so you have an idea of where I'm coming from. I am currently a teacher for a classroom of students with autism. Special program, special rules, entirely different form of education. My guys could not be in a "typical" class. I also serve on my local school board so I see both ends of this issue. (And my ten year old daughter would like me to add that she is reading this. She finds education issues fascinating, loves my kids, pretty sure I'm raising another special educator)
I was intrigued on the conversation on ADHD. I was wondering if anywhere in the ten pages I skipped was the discussion of unrealistic expectations raised? In one of my practices many moons ago (when the the year old was a newborn) I remember my mentor teacher complaining that patents of a five year old refused to have him tested for ADHD. They were convinced that since this child couldn't sit still for long periods that he had ADHD and needed medication. That experience stayed with me alltheseyears cause it made me sad that we wanted medicate what was very typical 5 year old behavior.
IMO a conversation on over diagnosis and outrageous costs in education cannot be had without discussing unreasonable expectations. Ok I'm cutting myself off now cause once I get going I won't stop. all we need is someone to bring up the words common core or nysaa and I will go all night. I just think that we are focusing on symptoms and not the disease. I need to teach my kids to be as independent and communicative as possible, not how to pass a test.
You are incorrect. I worked in finance in special ed administration, with budgets of several million dollars. Both federal and state. It is true that the federal government has underfunded their obligations, but special ed funding is still overwhelmingly federal.
Which is the issue. Underfunding the federal piece while mandating ever increasing spending levels causes school systems to make very hard program choices.
The mantra of "just increase taxes" doesn't fly in the real world.
As a note I am also a teacher. And also an elected official who understands how budgets are made and what happens when expectations meet finite resources.
My daughter is taking time off because she is having a baby in a few weeks, but she is a special ed pre-school teacher. She had 2 for sure and one possible over-diagnosed student. It was not just her, she works at a private school and they have a team to evaluate, physical, mental and education specialists. The parents in these cases kept taking them to their own specialists who would refute what all the testing showed and not even consider other alternatives, they liked that the meds made their kids what they called "normal and calm". It happens. I don't understand it, why you would want your child labelled when it wasn't necessary, because let's be real here, when you are labelled it follows you, like it or not, but that is the reality.
I don't understand why a parent would want his/her child to be diagnosed with a disability when there is doubt from spec education specialists. This is not the case from my son. I was actually not thinking autism when he was diagnosed but honestly, I didn't know that much about autism. I knew there was something going on with my son but really had no idea it was autism. I do know someone who had their child diagnosed at a very young age and he was probably over diagnosed. I don't know if that is a term but it seems as if the diagnosis no longer applies to this boy and the school district does not provide any services for him. I agree with this but his mom wants the label just in case he starts to exhibit symptoms later on. I think this is BS because the boy has language like anyone else in mainstream, excels at math and other subjects, has friends, plays sports. I don't get it. I am potty training a child who is five and a half years old. I am grateful that my child JUST started using meaningful language. I have no idea why a parent would want to hold on to a diagnosis that doesn't apply to his child. You would think people would be happy. I know I would. My son just started having any friends and he is five. He wouldn't go to the park and play with kids his own age and wouldn't socialize at his music classes before he started spec ed. I am so truly grateful for our school district and it's support. The district 's goal is to give my son tools so that he can be mainstreamed some day. I am taking it one day at a time, though and manage my expectations.
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