late to the discussion

Home

Chat

Blogs

Collection

Directory

Home : 2001 : November : 27

late to the discussion
By regularedteacher

Okay, so I jumped into this discussion a little late, but I think that you are all jumping on "irate" a little too harshly. I am a regular ed teacher subject area, in sixth grade. I have students with IEPs in my classroom
for science who are reading on MAYBE a first grade level. The text is written on a sixth grade level, and I teach on a sixth grade level. The point that I would like to make is that sometimes, modifications can go TOO far. If a child is reading on a first grade level there is NO WAY that they can read my text book. They also are not able to keep up with taking notes or doing classwork.

I understand this problem. I do not mind giving typed copies of notes, extra time on assignments, less numbers of problems to complete, different versions of questions appealing to their particular learning style, or even giving them a study guide before the test. These children so far have not been a behaviour problem, listen to me in class, and seem somewhat interested. My question is, how much are they actually getting out of this? I have two IEPs which require that I send home a copy of the test with ALL of the answers filled in for the child to study off of for a week before they actually take the test. All they are doing is memorizing it. I know this because one time I had to rearrange some of the questions on the final copy of the test just to fit it better on the page to conserve paper, and they put the answers down word for word just like on the original that I sent home. I DO NOT think that this is benefiting them AT ALL. I have modified tests, and I do care about ALL of my students, including the SPED ones, and I have the utmost respect for the SPED teacher because I think that she is a saint, however, by saying that the IEPs are getting ridiculous and that I have no way of maintaining all of them, is not undermining my career choice. I do love all children, and I want to help them all, but I question whether or not some of these modifications are actually HELPING them. I also feel bad when I see an average student, who studied extremely hard for a test and pulled a low B or even a C and is so proud of themselves, and then looks at Johnny next to him, who got the modified version of the test for whatever reason, and this kid got an A. I do NOT think that that is good for either kid. I don't want to give someone a false sense of security, and I don't want to give the other kid the feeling that he didn't achieve a good score.

Also, about "Fred's" analogy, I do not think that that is way off base! It is a little contrived, I am sure for humor, but it is so true! At what point are modifications too much? When do we just accept the fact that the child is not capable of doing grade level work? I have a student who is extremely dyslexic and cannot read nor write above a first grade level. He is stressed and frustrated, and is merely auditing my class. I do not mind this. But, since he is not getting a grade, I expect him to do his best, but I do not expect the same quality of work from him that I do from my regular ed students. However, when he is in that classroom I do not have an aide with me (since he is auditing) and I have 25 regular ed students. What do I do when he is constantly asking me to read things to him, and write things for him, when I need to answer questions and also help other students that are there actually getting a grade? I do not mind helping him, do not get me wrong, but not at the expense of other students. What is he getting out of being in my room? He can listen, but what he retains is questionable. I do not think that learning all the parts of a cell and their functions will benefit him in life. I would like him to learn skills to read better and function better in society to deal with his disability, rather than worry about science.

I don't know what is right, or what is wrong, but I do know that the way some students are shoved along in the system is a travesty. I am appalled at the modifications made for some students. I do my job, I love my job, and I will continute to help each student in the best way that I know possible, but I do not feel that IEPs are always helpful and also that they can sometimes get out of control.