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Coming to a Consensus Within Our Public Education Culture

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Coming to a Consensus Within Our Public Education Culture

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Now more than ever it is important that we work together to make public education work.  We need to learn to problem solve by working together with ALL key players including parents, specialists administrators, community services and advocates, and not repeat the mistakes that have put us in the position we are currently in.  As educators we are certainly some of the biggest stakeholders in our children's education.

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The whole purpose of cultivating the ideas and culture of programs such as RTI across the US and having it be part of the public school system should be to gain common ground. That will never happen as long as we are still so divided in our beliefs.  This debate touches a VERY sore spot with me. The fact that there are still two different "groups" IDEA and NCLB make it very hard to come together for the common good. in this case the education of our most vulnerable learners. these kinds of conversations tend to make my blood boil.

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THE "BLAME GAME".... In identifying with the IDEA Group I have compassion for and feel the pressure that general education teachers must struggle with daily when dealing with the push for full inclusion.  I have heard many of them say things along the lines of "I feel I am being blamed, and I feel guilty when my kids don't meet standard.  My kids have moderate to severe disabilities.  They will certainly make progress but I can not bring a child with an IQ of 35 to reach grade level standards, so even as a low-incidence teacher, I have too felt that pressure.

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THE "BLAME GAME".... In identifying with the IDEA Group I have compassion for and feel the pressure that general education teachers must struggle with daily when dealing with the push for full inclusion.  I have heard many of them say things along the lines of "I feel I am being blamed, and I feel guilty when my kids don't meet standard.  My kids have moderate to severe disabilities.  They will certainly make progress but I can not bring a child with an IQ of 35 to reach grade level standards, so even as a low-incidence teacher, I have too felt that pressure.

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Fuchs, Fuchs, and Stecker suggest that The NCLB -group may not even believe children in what would probably be closest  to Tier 2 intervention groups (i.e. high-incidence disabilities, as well as 'mild"mental retardation, and emotional disturbance) would not even need specially designed programs or curriculum as long as general educators were working with standards based intentions and curriculum (Fuchs; Fuchs, and Stecker 2010).

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Positive Collaboration and Communication Between School Professionals

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Positive Collaboration and Communication Between School Professionals

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At my school we have worked extremely hard to have positive, productive, collaborations that let all attending have a voice, and we have gotten to the point where we can problem-solve more effectively even when we don't ALWAYS have the same opinions.  the one thing more important than any other thing is that we have learned to try and always assume positive intentions.  So even if we don't all end up agreeing on one thing, this makes it much easier to "agree to disagree" and keep on for the greater good, and that is always to make things better for our children.