Why not use a hammer and chisel on a stone tablet?

Northoftampa: 'I'll be his legs,' dad says

I hope this article does not paint the whole picture. But my experience tells me it does. I hope my fears are wrong, but I have seen it too many times. Prove me wrong when I think this student is not accessing his curriculum appropriately according to IDEA and research based practices.

This sentence bothers me. "In kindergarten at Symmes (any)Elementary School, he writes his name with a pencil between two fingers that's guided by his chin." It bothers me because it appears that writing his name with a pencil is a goal. It bothers me that there are a lot of windows of educational opportunities that will open and close while he is spending time writing his name.

I offer as evidence that my assessment has merit, even in this snapshot of an article, the following. He can play video games effectively. This should be part of his intellectual assessment along with whatever "professional evaluations" he has been given. If he can play a video football game, look at all of the variables he must attend to, process the information and then generate a calculated response. There is an extreme amount of education potential there.

My other offer of evidence is that he in kindergarten at the age of six. I hope that because of his physical disabilities there are not low educational expectations. He is already behind. And if his education is going to have to wait for his body, he is going to get further behind. Why is it important for him to use a pencil?

I offer research based information:

Augmentative Communication and Assistive Technology Users… -(ramdom google search, but this is common in all of the literature about low expectations)

excerpts:
"How are the attitudes and expectations of the people in the
environment likely to affect the student's performance?"

"• Barriers
– Low expectations for becoming literate
– Often assumed AAC users do understand as
much as their peers
– Low expectations for academic achievement"

There are legal responsibilites of the State Edcuational Agency (SEA) and the Local Educational Agency (LEA) to provide a free and appropriate public education.

Findings and Purposes (Section 1400) is the first section of IDEA.
Section 1400: Findings & Purposes
(H) supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities.

This wording is new in IDEA 2004.

This is an excerpt from a legal case:
Assistive Technology

"In developing a student's IEP, the district is required to " . . . consider whether the child requires assistive technology devices and services." 20 U.S.C. Sec 1414(d). (p. Wrightslaw

Several witnesses testified that Kevin should have been assessed for and given AT. Despite this requirement to consider AT, "the District did not 'consider' let alone provide Kevin with AT." Kevin's case manager "was not even familiar with what constituted AT.'

The Court wrote, "After reviewing Kevin's IEPs and the above testimony, this Court finds that the District failed to consider or provide Kevin with AT in violation of the IDEA.""

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This site provides a lot of help and research based information: ATEN
They have more than just a Blackhawk.

Read the links about the laws.

Find out if the District can borrow technology to see how it works.


For people who want to be on the cutting edge of education, this link is a good place to start: FCTD