Specialized Instruction is a service, not a place.

It is certainly an interesting world we live in.

I just spent from 8:00 to 5:30, yesterday and today, as a volunteer with six others, in an adjacent county with 22 parents who want to be involved in their child's education. They want to share with the teachers of their children the knowledge they have for what works for their child to learn behavioral, academic, social and emotional goals. They want answers to how to effectively communicate with the school personnel to bring about effective education for their child. They want to learn about the rights afforded to them under IDEA.

They want to teach their children as much as possible to be as independent as possible. These parents know that when the parent dies, the best advocate these children have will die. These parents know that when the parent dies that at best their child will be able to maintain the quality of life that child has, no matter what the age.

They face barriers. I have experienced these barriers. Throughout the two day intensive presentation of the actual meaning and intent of IDEA, Section 504, FERPA and suggested strategies on how to deal with "the system", there were the anecdotal stories that were shared amongst the group from each one there. I have heard these stories for 11 years or more. I have experienced most of them.

These are parents who are trying. They want to be involved, but are pushed away. Educating children with disabilities takes people who understand how the specific disability effects each and every part of the student's behavioral, academic, social and emotional (BASE) needs. Understanding how to educate children with disabilities is more than just an evaluation that identifies a label. True educators need to know more than just a label such as SLD or TMH or Autism Spectrum to name a few. To think that every kid that has the same eligibility label is the same, learns the same, behaves the same, has the same emotional framework and the same social abilities is ignorant at best. True educators need to know what the actually disability is within the label. That is a hard concept for some people to get, even to those who are supposed to know by virtue of their title and have the authority and power that goes with their title.

The thinking that special education is separate from regular education is wrong in many ways. All special education kids are within the realm of regular education. But all regular education kids are not within the realm of special education.

Special education is a service, not a place.

The purpose of special education parallels the purpose of elementary and secondary education as a whole: to prepare children to lead productive lives as citizens and members of the community. Students who have disabilities often need special education services to develop skills for participating in the community as productive and contributing citizens and taxpayers.


I was surfing the web and found the below information about the state of Florida.

If one were to go to each school in Hillsborough County, I wonder what the real answers are to this checklist, for all kids:

CHECKLIST FOR IMPROVING PARENTAL INVOLVEMENT
1. There is a place in the building for parents to gather informally.
2. The office has a friendly, informal atmosphere.
3. Parents are viewed by school staff as an asset.
4. Efforts are made to involve culturally diverse parents.
5. Communication between teachers and parents is effective.
6. The atmosphere in the school is not bureaucratic.
7. There are clearly defined policies regarding parental involvement
in this school.
8. There is a schoolwide homework policy in place.
9. There is an inservice program for staff that addresses parental
involvement.
10. School staff are aware of cultural and language barriers.
11. Training programs for parents are available.
12. Parents are truly empowered to make decisions in this school.
13. Families are a priority in this school.
14. The businesses in the community are involved in the school.
15. Community involvement is evident in this school.
16. Parents are asked about their children’s thinking and behavior.
17. Parents routinely work in classrooms with children on learning
activities.
18. Parents in this community advocate for children’s rights.
19. Parents are promptly notified about problems with their children.




Click here:



For more information contact the Florida Department
of Education, Office of School Improvement:
(850) 487-1023, SC 277-1023 or
http://www.firn.edu/doe/doehome.htm