A Teacher who knows the reality.

Click here: http://blogs.tampabay.com/schools/files/reality_check.doc

http://blogs.tampabay.com/schools/2007/03/more_than_300_m.html

These comments are obviously made by someone who sees the big picture and the detail. She is right about the legal ramifications for Districts that do not follow the law of IDEA. Teachers are between a rock and a hard place when ESE parent's learn of their rights, and then learn how to seek enforcement of them. Most parents do not know them (their rights). Most parents only learn them after they have been lied to and deceived to the point they become angry and look for relief.

LRE decisions that are not based on the individual needs of the child but rather on the availability of teachers or class size are referred to as "administrative convenience" placements. Those who understand the game know what I am talking about. As long as the parent does not actionably object to the placement, life goes on.

In the case of an ESE student that is incorrectly placed based on "administrative convenience", what choice does a teacher have when they know the placement is incorrect based on the needs of the child?

In the same above case, what choice does the teacher have when the parent is or becomes knowledgeable about the issues of LRE and the parent learns to present present levels of performance, evaluation data along with educational implications, anecdotal information that supports the correct LRE, individualized goals and objectives, identifies the need for specific supports and related services necessary for the student to receive FAPE, and, most importantly, puts this all in written form for accountability purposes?

Does the teacher have more of an ethical dilemma for one of the two scenarios, or is the ethical dilemma the same for both, or is there no ethical dilemma at all?