at the Federation for Children with Special Needs
Volume 2, Issue 1---October 1996
1. "Whom should we teach?"
According to Dr. Audette, school reform has always been about "who." Up to the middle of
the nineteenth century, children with special needs were not included in the list of
individuals who were going to receive the services of public education. Right now the
"who" has been focused on children of illegal immigrants. Every time there is a question
about or criticism of public schools, one of the first questions as to "why," goes back to
"Who are the kids that we are providing services for?" Parents of children with special
needs have been a large part of the education reform movement. Inclusion and due process
are results of reform.
2. "What should we teach?"
This issue has changed considerably over time and is primarily driven by the economy (e.g.,
the shift from an agricultural economy to an industrial one) and the state of our national
security. In addition, new technologies are expanding what schools are able to offer.
3. "Who will teach them?"
What are the qualifications of teachers? Even within special education, there is an array
of views (e.g., the differing views of children who specialize in teaching children with
mental retardation and teachers of children with learning disabilities.)
4. "How will we pay for it?"
The cost of special education has been an issue for a long time. Parents of children with
special needs have been very effective in getting the services they need, but the cost has
been proportionately so high that other parents now think that a backlash has been created. To prevent this backlash, it is important that parents get involved in the battle for good quality public schools for all children; if not, they may risk everything they won or a large portion of it.
School Reform as Part of Major Systemic Reform
Glenn Gabbard emphasized that participants need to keep in mind that school reform is one
part of the major systemic reforms taking place (health care reform, welfare reform). It is
important to understand how other reform movements are evolving as well and how they all
relate to one another.
Standards
The goal of standards-based reform is to raise the expectations for all kids--both with and
without special needs. Ms. Buswell addressed the three types of standards: content
standards, performance standards and opportunity-to-learn standards.
Assessment and Curriculum
Assessments identify what kids know. Ms. Buswell addressed the importance of developing
alternative ways of assessing kids (such as portfolio assessment and authentic assessment)
instead of the traditional ways that have been used for so many years. In terms of
curriculum issues, Ms. Buswell emphasized the need to develop exciting curriculums for
teaching all kids that would help all kids in a classroom not just in a certain group.
Local Control
At the local level, school reform has taken various forms including the emergence of a home
schooling movement and the reemergence of private schools. Additionally, school reform
issues at the local level tend to be more passionate, more child-specific than at the state
or national levels. It is the level where you typically get the most one issue candidtates,
for instance. Parents need to be actively involved at this level especially.
School reform and restructuring holds great promise for improving significantly the education of children with disabilities. Realizing the full potential of education reform, however, requires that parents of children with disabilities be actively involved in planning and implementing school reform policies and practices. The same parental expertise that was needed to make the promise of IDEA a reality for children with disabilities is also required to achieve the possibilities of school reform.
IDEA is, and will remain, the primary statute that parents of children with disabilities rely on to guarantee that their children receive an appropriate education. The IEP, LRE, parent participation, and due process provisions are key to assuring equity for children with disabilities. Although at first blush it may appear that school reform is another body of law and policy separate from IDEA, in fact, the two areas are inter-related.
School reform provides the opportunity to use the IEP to address issues of accountability for educational quality and educational outcomes. These are two areas which do not fall squarely within the scope of IDEA. In fact, IDEA regulations specifically state that "...:Part B of the Act does not require that any agency, teacher, or other person be held accountable if a child does not achieve the growth projected in the annual goals and objectives." (34 C.F.R. sec 300.349). IDEA coupled with education reform, then, provides an avenue to address directly issues of accountability for educational quality and educational outcomes.
How do education reform efforts make schools accountable for student learning? First, state, local, and/or national standards are established. These standards are used to determine educational outcomes--what all students are expected to learn. Second, the law requires that schools include children with all types of disabilities in their efforts to improve the quality of education. Finally, schools must demonstrate that children with and without disabilities "improve outcomes" and achieve "world class standards."
For children with disabilities, the Individualized Education Plan (IEP) becomes the vehicle for holding schools accountable to these newly established education reform standards and outcomes. Improved outcomes for children with disabilities will, in part, be demonstrated by progress made towards IEP goals which incorporate state standards. When IEP goals and objectives embody the high standards and outcomes established by education reform, parents can then use the IEP to ensure that the school system provides the special education and related services necessary. School reform, therefore, provides a mechanism by which schools are held accountable for the progress the students with IEPs make.
In addition to the exciting promise of school reform and restructuring, there is also, unfortunately, the potential that school reform will harm children with disabilities. If school reform efforts do not fully and equitably include students with disabilities, the end results could easily include increased marginalization, segregation, and lowered expectations for children with disabilities. In many cases, poorly implemented education reform could lead to denial of diplomas for students with disabilities. It is crucial, therefore, that parents provide input to ensure that school reform practices do not have detrimental effects on children with disabilities.
At its best, school reform, in concert with IDEA, offers the potential to hold schools accountable for providing quality education that will enable children with disabilities to achieve the outcomes and standards established for all children. At its worst, education reform will further segregation and decrease opportunities for children with disabilities. IDEA recognizes the expertise of parents, and the necessity of parental input at all levels of decision-making. It is this same expertise that will lead to successful implementation of school reform. Parents must continue to make sure their voices are heard as local and state school reform policies and practices are developed and implemented.
Now that more and more of you are connecting to the Internet and perhaps
downloading files from FTP sites or the World Wide Web* , you should familiarize yourself
with the ins and outs of computer viruses. With a little foresight, you can protect your
computer and files from the wide range of viruses which exist to annoy and harass computer
users.
What is a Computer Virus?
A computer virus is actually a computer program that is executed (run) on your computer and
which can produce a variety of results. Some viruses are merely annoying. These viruses
don't ruin data or prevent your computer from working properly; for example, they may just
cause your computer to "beep" at various intervals just for the heck of it. Other viruses
are destructive--they may prevent your computer from booting up or can erase your entire
hard drive.
How do I get a computer virus?
A computer can only get a virus by running or opening an infected program or file or by
booting your computer from an infected diskette. If you are online, you can only get a
virus by downloading a file, and then opening/executing/running it. You can't get a virus
just by connecting to the Internet.
Why do people create computer viruses?
People create viruses for a variety of reasons. Some viruses are created just for "fun" by
computer hackers who merely wanted to see if they could create one. Other viruses are
created by dissatisfied employees or religious and governmental fanatics. Some viruses are
written to execute on a certain date to celebrate a certain holiday. On average, 100 new
computer viruses are written every month.
Should I get an Anti-Virus program?
Yes!! The best time to install anti-virus software is before you get a virus. Anti-virus
software will keep your system virus-free provided that you keep the program updated and
that you check all new software and disks before using them in your computer. Your local
computer store can recommend anti-virus software. Upgrades to keep your software current
can usually be downloaded monthly from the Internet web site of the company that
manufactures the software.
How can I protect my computer?
Fullan, M. G., & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press.
Fullan, M. G., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
Hess, G.A., Jr. (1995). Restructuring urban schools: A Chicago perspective. New York: Teachers College Press.
Check out the October 1996 edition of Educational Leadership for a series of articles on charter schools, vouchers, magnet schools, and home schooling. The effect of school choice and the resulting array of options that parents have in choosing a school are just being studied and discussed in detail. PEER will be focusing on charter schools and the implications for children with disabilities. Let us know if you would like more information or if you have information on school choice and its impact on children and families in your area. Recent research confirms that children learn more when parents and families are involved in their education. Surveys indicate that parents want guidance from schools on how to help their children learn more effectively. Studies also show that efforts by schools to enhance the home education environment can have a profound impact on school performance, namely in schools serving low-income and minority families. Reaching All Families: Creating Family-Friendly Schools is a 53-page on-line report offering 18 ways schools can reach out to all families. The full report is available at What is the school leader's role in sustaining school reform? And what "habits of mind and heart" help school leaders guide successful school change over time? These questions (and others) are answered by dozens of successful education leaders from across the country in "The Role of Leadership in Sustaining School Reform: Voices from the Field" (July 1996).
Nov. 20. School climate and community for students. Creating a school climate and community which works in a variety of ways to support quality and equal education for all students, including discipline procedures.
Dec. 11. School climate and community for parents. Creating a school climate and community that invites equal and active participation in real decision-making by parents of children with disabilities.
Jan. 22. Assessment. The importance of authentic assessment with respect to parents, students and educators within the framework of school reform and restructuring processes.
Feb. 19. Standards. Content, performance and opportunity-to-learn standards and their impact on the educational options for students with disabilities.
Mar. 19. Electronic communication. Electronic communication systems and information.
Apr. 16. School reform and young children. School reform issues and implications for young children with disabilities and their families.
May 21. Special education laws and education reform. Discussion on the relationship among Chapter 1, special education laws, bilingual education, Goals 2000, and school reform.
June 18. Urban schools. Education reform for students with disabilities in urban schools.
July 23. Finance. The impact of education reform efforts on issues of financing school services.
Aug. 20. Curriculum. How reforming schools impacts curriculum for students with disabilities, and the importance of curriculum reform to the process of change in educational resources, supports and systems.
The PEER Project encourages you to invite parents, parent leaders, parent trainers and professionals in your community who are interested in and working to reform and restructure educational options, supports and resources in your state and local community to listen to the teleconference with you. In addition, the audio-tape from each teleconference could be used in training workshops for parents and staff.
© 1996, Federation for Children with Special Needs, Boston, Massachusetts
Web Page by Carolyn Romano and John Sullivan
Last updated 2/20/97
URL: http://www.fcsn.org/peer/pr/pr2-2.htm