JANUARY 20, 2004
A free newsletter by BJ Madewell
DIAGNOSIS ADD ADHD
Now What?
Published 10th, 20th & 30th of each month
PLEASE SEE DISCLAIMER AT THE END OF THIS DOCUMENT!
THERE OUGHT TO BE A LAW
There ought to be a law enabling special education resource/interrelated teachers to "FORCE" school districts to limit case loads to a reasonable number. Many special education teachers have contacted me, voicing concerns about their ability to meet student needs due to large caseloads of exceptionally needy students and overwhelming paper work requirements.
If more training is needed to meet a child’s specific needs, the IDEA law requires that training be provided.
However, if a special education teacher has a large caseload, there is no provision in the IDEA law for the teacher to apply for additional para or special education teacher assistance. The resource/interrelated room – special education teacher usually does not have a procedure to assist him/her in disputing the caseload as assigned.
Special education teachers are required to meet all IEP goals PERIOD. The law says the child’s needs are to be met BUT there is no safeguard to insure the special education teacher has enough planning time or workable student contact time to reach IEP goals.
Resource room teachers are required to formulate individual lesson plans for each child in each academic and behavioral area delineated on the IEP. In my experience, with 18-25 students on my caseload, at least 10-15 students need pullout services in a minimum of three academic areas, sometimes four. These 10-15 students with numerous academic and social needs are generally spread over 4-5 different grade levels and numerous general education classes/teachers. Coordinating plans with grade level curriculum, teacher's schedules, and student needs for reading, language arts, math and behavioral concerns is a formidable job requiring frequent consultations with general education teachers, parents, social workers, and school psychologists. The curriculum guide for each grade level and academic area must be followed to ensure students improve according to district and state curriculum guidelines WHILE providing specialized instruction and materials to meet each child’s individual educational needs.
Many times, elementary resource/interrelated teachers have 5-8 students needing instruction at 4-5 different grade levels, in different academic areas.
Example: 8:15-9:00 FIVE students are assigned to the resource room.
Two fifth graders function at the 2nd and 3rd grade level. They need spelling and language arts instruction.
Another fifth grader needs written expression instruction and reads at the mid 4th grade level.
A second grade child is also in the resource room, needing primarily oral reading practice.
A first grade student is assigned for penmanship and math assistance.
Sound difficult? YOU BET!
Additionally, adaptations for students included within the general education classes are required. This necessitates frequent communication with classroom teachers and para-professionals to ensure IEP goals are met. Workable suggestions to assist the general education teacher in presentation, behavioral techniques, etc must be conveyed to adequately meet special student’s needs while in the general education classroom. Para-professionals appreciate time to meet with classroom teachers and the special educator to discuss specific children's needs.
Also, special education teachers are required to keep detailed records of progress, daily work, benchmark tests, IEP goal attainment records, behavioral records etc. OF EACH INDIVIDUAL STUDENT.
Each 9 weeks, the special education teacher is also required to review each child’s progress according to the IEP and write descriptive, detailed progress information for each IEP goal.
Yearly, a new IEP is written -- usually taking from 1-3 hours to complete depending on the child's needs.
There used to be an accepted, official limit to the number of special education students assigned to a teacher and the number of para-professionals for the caseload. That is no longer the case. There “is no limit” to the number of students that can be placed on an interrelated special educator's caseload.
IT’S YOUR CHOICE
THERE OUGHT TO BE A LAW …
Special education teachers need protection from required services dictated by the IEP team with no provision to account for the number of students needing services, the severity of their needs, or available planning/contact time.
DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I've taken AND GIVEN during my 31+ years of working with ADD & ADHD students - sprinkled with my own comments, thoughts and insights.
Some information is acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment. This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child's (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
Email ADDchoices@aol.com or ADDchoices@yahoo.com
