I have little experience with students who are considered "Gifted and Talented," but my world is consumed with Special Education. Deaf Education is one branch of Special Education, and in Texas it is organized into RDSPDs (Regional Day School Program for the Deaf). Texas is divided into 5 Regions, and among these are about 60 RDSPDs, serving students from 500+ school districts (http://ritter.tea.state.tx.us/deaf/directory.html). I work in the Irving RDSPD, at the middle school campus.
Chapter 5 of the text, "Exceptionality," spends a significant amount of time going over Legislation involved with Special Education. Although this is not the most exciting topic, it is critical to Special Education as we know it. For example, Public Law 94-142, the Education for all Handicapped Children, establisehd "free and appropriate education for all children with disabilities." In other words, all children qualify for free education, appropriate to their personal needs, in the least restrictive environment. For some children with disabilities, depending on their needs, this may mean a self-contained classroom with highly qualified special education teachers, or it may mean placement in a mainstream classroom with inclusion support.
As the only deaf education teacher on my campus, I have to make decisions about the placement of my students, with assistance and input from the other members of the ARD (Admission, Review, Dismissal) Committee. This may be perhaps one of the most difficult parts of my job because I have to distinguish between the desire for my students to be successful but also the need to challenge them. The key to least restrictive environment is finding the setting in which the student will be most successful, and most similar as possible to the regular education classroom. For some of my deaf/hard of hearing students, they can function successfully in a regular education class with only the use of a sign language interpreter, others need an interpreter plus an inclusion teacher, and some need to be in a self-contained classroom with only other deaf/hard of hearing students and a certified Deaf Education teacher.
In addition to finding appropriate least restrictive environment placement, I am in charge of creating and implementing each student's IEP (Individual Education Program). IEPs are very helpful because they focus on the specific needs of each individual student, but it can be difficult when I am teaching a class of students on a variety of academic levels and differing IEP goals. Even more troublesome is the fact that some general education teachers are not familiarized with the students' IEPs and accommodations. I teach self-contained Reading, English, and Math for the deaf students, but they all go to science and scoial students in a general education classroom, with support from a deaf education teacher. For some of my students, they struggle just to keep up with the lesson in the general education classes, but it is made more difficult when the teachers are not familiar with their IEPs and especially their accommodations (i.e. a copy of class notes, modified tests, reduced assignments, extra time, etc.) I know the general education teachers have their hands full with six classes and about 30 students in each, but it would be more successful for teachers and students if they would take the time to read and understand the students' IEPs and accomodations.
Sometimes it seems the "least restrictive environment" is most restrictive for my students considering their struggles and needs. I'm afraid they are missing out on the "meat" of the lesson because they are spending so much time and effort just to figure out what's going on. On the other hand, I do recognize the importance of them interacting with students without disabilities, and the need to access the regular education curriculum. It is an ongoing battle, but I will continue to work to make sure my students are getting the best education possible.
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