NYT: Schools Struggle Over How to Teach Severely Disabled People
At a time when his peers are enrolled in college or earning money at jobs, Donovan, a handsome 20-year-old with a sliver of a mustache, is still in public school, being taught the most basic of facts. His vocabulary for this science unit, which lasted about two weeks, was three words: seeds, fruit and juice.
And yet, because of his cognitive disabilities brought on by a traumatic brain injury at nearly 6 months old, it is almost impossible to know what he comprehends and retains. After 15 years in the New York City school system, he is less reserved and more social, but otherwise has shown almost no progress, his mother said.
Once predominantly isolated in institutions, severely disabled students have been guaranteed a free, appropriate public education like all children since the passage of federal legislation in 1975. In the years since, school districts across the country have struggled to find a balance between instruction in functional skills and academics while providing basic custodial care.
via Schools Struggle Over How to Teach Severely Disabled People – NYTimes.com.
If you haven’t read it yet, it’s worth the time.
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About The Author
Julia Roberts
Julia Roberts is founder of Support for Special Needs and has been a regular contributor since its inception in May 2010. A mom to two kids with special needs, she didn't want other parents to feel what is the often isolating world of raising a child (or two!) with disabilities. Her kids had kidney transplants at the age of eight and will need liver transplants in the future as a result of ARPKD/CHF. They both have vision disorders and learning disabilities.
I’ve left several comments on this article since yesterday – but not on the article, where I suspect there are about 500 by now. I encourage readers to read at least some of the comments.
Several bloggers I read found the article and comments depressing. Unable or unwilling to say more about a child that closely resembles their child in function but with a totally different family and school situation.
One blogger comment said the comments affirmed his belief in the deep and pervasive prejudice against persons with disability in our society.
I have been in many classrooms like those described by the article.
Continuing educational methods that do not elicit results to the last minute of rightful services (age 21 and 364 days) is sadly but truthfully represented in this article. If the programming is bad in this school the responsibility for it is widespread but significantly at the local level. Pay close attention to the quotes from the soon to be retiring principle (not soon enough).