I’m sure you hear “You are my hero” multiple times a day.
But for me, speaking those words is something I never do. I usually pride myself on my arm’s length cynicism. Seeking
a hero is not something I consciously do.
And that is why I’m so disappointed, Mr. President, in your
administration’s approach to the one subject nearest and dearest to my heart.
Last month, Education Secretary Arne Duncan announced a
“major shift” in federal oversight of special education. And while I was
initially delighted to finally hear some acknowledgment of special education at
all, I was heartbroken to hear the superficial, ineffective approach your
administration has chosen.
The article I read claims your administration will “hold
states accountable for demonstrating that [special ed] students are making
progress.” It says “[s]tates that
fall short could lose federal funding earmarked for special education.”
In other words, we’re going to address the very serious
problems our special education students face with…more high-stakes standardized
testing. I don't see how that addresses any of our issues in a meaningful way
at all.
It’s not a question of rigor. I know these children. I work
with them every day. My own son receives special education services for autism.
I can tell you – I can promise you –
lack of academic rigor is not what’s failing these children.
They face low expectations sometimes, yes. But more often
and more devastatingly than that, they face unreasonable
expectations. In the name of “rigor,” they are forced to comply with a system
that wasn’t built with them in mind. In the name of “rigor,” they are denied empathic
support that meets them where they are. In the name of “rigor,” they have fewer
and fewer minutes in their day for playing outdoors, socializing with peers, or
even eating lunch.
It’s not enough to simply impose standardized testing on a
group of students and assume that those who score high are well-served and
those who score low are not. My son is autistic, but he is also particularly skilled
at taking standardized tests. He consistently gets high scores, regardless of
how well he’s actually being taught. Many of my students, on the other hand, are
extremely diligent and have overcome extraordinary hardships in their lives
just to be able to sit in a classroom with their peers. Anyone who knows them
can see that they’ve made incredible progress this year. Sadly, that progress
is not always reflected on their standardized test scores. I’ve watched them
struggle in front of the computers – not with the content, but with the
mechanics of the computer itself. I’ve seen them misunderstand the semantics of
the questions. In one extremely frustrating instance, I saw a girl struggle simply
with the mechanics of filling in bubbles with her pencil.
This is not what learning looks like.
Learning is not black and white. There’s nothing “standard”
about it, just like there is nothing “standard” about the children we teach. Yes,
they all need to learn reading and math. But how each child gets there is an individual journey. We don’t need
teachers who can herd them all blindly through the same hoops. We need teachers
who are dynamic and absolutely in love
with teaching who can find each student where they are, celebrate their
strengths, honor their differences, and earn each child’s trust. Only then can
real learning take place.
We can do this. You
can do this. I’m asking, Mr. President, because I know you have the tools.
Please bring your thoughtfulness and your ability to see nuance to the issues
of public education and special education. Visit our schools. Play chess and
four square with our students, join them in the cafeteria, let them tell you
all about their favorite things. Give them a reading assessment. Watch them
play and argue and forgive each other. Come to IEP and wraparound meetings. Come
to staff meetings. Ride a school bus.
Take the time to truly understand the unique challenges and
strengths we face. If anyone can do it, you can.