Saturday, October 8, 2011

When Are We Going to Talk about MY Kids?

For too long, the conversation about education reform including topics like charter schools, funding, standardized testing, and teacher evaluation has skirted around what to me, is the central issue.  What do we do with the disruptive, most-difficult to educate children?  Any teacher will tell you the adverse effects on the learning environment of having even one highly disruptive child in the classroom.  In many schools, especially--but not limited to-- in the crumbling, violence-filled neighborhoods of the inner-city, schools are often overwhelmed with children exhibiting extreme behaviors.

Let me paint a picture of what types of behaviors I am talking about for all the non-educators out there.  As a teacher on an inpatient psychiatry hospital unit, some typical behaviors I see are children who quickly become aggressive or violent with peers or staff, threats of harm towards self and others, extreme opposition to authority, acute hyperactivity and impulsivity (VERY disruptive in a traditional classroom), and even inappropriate sexually-acting-out behaviors in the classroom.


In the highly restrictive environment of a psychiatric hospital, we have the staff and the training to deal with these intense behaviors.  But here’s the thing, after the kids “stabilize” (translation: when they are not actively trying to hurt themselves or others), we discharge them STRAIGHT BACK INTO THE PUBLIC SCHOOLS.  As funding for mental health facilities dries up around the country, kids more and more often get sent directly back to school.  And due to mental health privacy laws, many many times the teacher has NO IDEA that the child was recently hospitalized for problems like homicidal ideation or other threats of violence.   

So my question is, what do we do with THESE kids?  Are we as a society committed to educating these children despite their outward distain for learning?  And the answer I keep hearing is “no”.

I hear story after story from my students who were asked to leave their charter schools.   It’s not that charter schools do not educate any child with a disability, but that they ask the disruptive ones to leave.  And frankly, my kids DO disrupt the learning environment.  It’s true.   But does that mean they aren’t entitled to an education?  The charters have chosen to throw the burden and the cost of educating these kids back onto the neighborhood schools.  Then, as a slap in the face to public education, they boast about their higher test scores and lower costs.

Now, I’m not saying that given the chance, neighborhood schools wouldn’t get rid of these kids too.  They can be really really hard to work with.   But there are these darn LAWS that say you have to provide “a free and appropriate” education to any child that walks through your door.  The neighborhood schools cannot easily remove the children from the learning environment. 

Let’s talk about the funding of schools.  For the moment, let’s even disregard the ridiculous inequality in our system.  I heard just this morning on CNN (http://yourbottomline.blogs.cnn.com/2011/10/08/u-s-public-education-a-race-to-the-bottom/), Christine Romans complain that the U.S. spends more per pupil than nearly any other nation.  Diane Ravitch appropriately replied that a vast majority of the increase in spending over the past 40 years is for special education, and not going into supporting the general education classroom. 

Back in 1975, our country made the decision to educate ALL children regardless of disability by enacting the Individuals with Disabilities Education Act (IDEA).  To me, this is a beautiful and powerful idea.  But it also is an expensive one. 

I taught for many years in Japanese public schools.  The Japanese education system is often praised, and for some good reason, but here’s the unspoken dirty little secret:  the Japanese separate their children with severe disability into special schools.  Then, the remaining kids with lesser disabilities are not given support in the classroom.  There was NO SUCH THING as a special education teacher in any of the schools I worked in.  Instead, kids that struggled academically are weeded out after the high school entrance exam.  It is a “merit” system where kids that test well are funneled into the “academic schools” for college prep while everyone else is thrown away in “technical, commercial, and agricultural” vocational schools where few will go on the college.  I taught in both an academic and technical high school.  The technical school kids were being prepared for factory work and most would not dream of college.  Looking back, after now being trained as a special education teacher, I can identify many kids who probably had learning disabilities.   But they were not helped in Japan.

Now I come to standardized tests and teacher evaluations.  If a teacher’s job depends on how students perform on a test, there is now a perverse incentive to get classes with the easier-to-teach students.  This means both individual teachers and whole schools will be incentivized to remove the disruptive kids from the learning environment.  With all the emphasis on test scores, I have felt the push to go back into general education since special education students show progress at a much slower rate.  Instead, I was lucky enough to find a position OUTSIDE the accountability-obsessed public school system.  In my classroom, I have the freedom, the autonomy, and the support of staff in my classroom to actually reach these difficult to teach kids.  My students, despite being in the middle of a crisis in their lives, actually look forward to school.  They ask thoughtful questions, interact with complex ideas and concepts, and are not berated or written-off due to their behavior problems.  Rather, we focus on teaching them better coping skills for anger than acting out violently.  And in that controlled environment, they generally respond positively.

My students with significant behavior problems are just as intelligent, thoughtful, creative, and loving as any other child.  They just have difficulty expressing it.  They have experienced trauma, abuse, bullying, school failure, learning problems, and other experiences which hinder academic ability.   Today’s reforms are purposefully EXCLUDING these children while they simultaneously talk about education as the “civil rights issue of our time”.  The reformers would box in the definition of what “achievement” looks like to reading and math skills.  My kids may often struggle with reading or math, by my god they are amazing actors, singers, rappers, comedians, and leaders!  And they are so very discouraged by their experiences in the schools.  “My charter school kicked me out.  I’m no good.”  “School is so boring.”  “The kids bully me for being different.”  “My school said I should drop out.” 

There is a conversation we need to have as a country.  Are we going to look at the whole child?  Are we willing to look past the negative behaviors to see the essence of these exceptional children?  What happened to progressive ideas of education where we focus on creating learning environments that work for ALL kids instead of boring test-prep factories that actually create and foster negative acting-out behaviors?  Or, will we continue to push these kids out, to make them believe they are worthless, to practically guarantee their entrance into the criminal justice system?  I want to think that we as Americans believe in the dignity of every human being.  But my experience tells me we do not.

8 comments:

  1. This is such an important blog, katie.

    I'm a public school second grade teacher. this year i have 23 kids - 2 of them are "labeled" EC (for the uninitiated who read this - Exceptional Children who have been identified to need some level of special education). Most of their days are spent in my classroom. They are pulled out for an hour a day at odd intervals in half-hour blocks, some of the time is spent together, other time is separate.

    Additionally, I have 3 other students who have behavior issues that impact their learning and the learning of the rest of the class. One of my little girls has serious anger issues. I know that she has received some kind of outpatient treatment, but as you indicated, I have only heard that from her and not from her doctors. The needs of my EC-labeled and kids with other major issues are paramount in our classroom, but every outburst, every upset over not understanding something, every life event that makes it impossible for a child to learn, impacts the group. We would NEVER try to remove any of these kids from the regular classroom. But our days are spent putting out fires. We bounce from one upset to the next trying to squeeze in some curriculum and learning.

    No one in the "reform" (read: deform) movement understands what it is like in your classroom or mine. Until they walk in our shoes, we have to simply keep our voices strong. FOR OUR KIDS!

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