The February 16th article states that this money is specifically for an "inclusive" special education population (children who are included in regular education classrooms with assistance--wherever, whenever, however, with whomever is necessary to bring their individualized learning experiences in line with regular education students).
While inclusion is beneficial for many students, several become overwhelmed and/or frustrated: Some children don't have the cognitive or sensory abilities to participate in the inclusive environment, no matter how many devices or teaching aids are provided; others are not emotionally or behaviorally equipped to handle the rigors and/or pressures of a regular education classroom.
Regular education students and teachers may become negatively impacted in inclusive classrooms because their own teaching and learning capabilities are not patterned for complex special education needs; time that could be spent forging ahead with mainstream academic concepts is traded for accommodation to adaptive learning by the included population. Development of social skills, acceptance, understanding individual differences, are of utmost importance: However, to what extent must academic excellence be sacrificed for their sakes?
Certain state and federal civil rights/special education laws do not bind private schools: They are not enforceable in these classrooms. Hence, while the spirit of Jewish day schools may be to provide "equal opportunity and access under the law," its legal teeth are missing. The good news for special education funding is that not every legality or expenditure has to be met; the bad news for students who are disabled is that not every legality or expenditure has to be met.
The Bush Administration wants to allow federal funding to be funneled towards religiously sponsored benevolent programs. This might be ideal for financing special education in Jewish day schools. However, federal funding mandates federal law enforcement. This necessarily means that along with additional moneys in the Jewish day school coffers, all children must be granted the same rights, privileges, and denials as public school students: To the letter of the law. The very best of intentions and positive educational goals for the disabled may become slippery academic, legal, financial slopes, as private schools have to comply with public education guidelines.
Given there is a genuine desire to allow disabled Jewish children access to an "equal and appropriate [private] education," no matter individual learning requirements or disabilities, these schools would have to carefully evaluate and provide for the specific needs of each child, no matter the cost, no matter the placement in regular, inclusive, mainstream, or self-contained classrooms. Bound by the same rules, private schools would have to provide at an enormous cost, all of the same services that public schools already offer for free.
There must be licensed, accredited special education programs, teachers, para-professionals for every diagnosed disability; evaluative testing, access to medical therapies and learning specialists; psychological evaluations, special education coordinators, augmentative learning curricula, assistive technology; legal staffs for possibilities of mediation, due-process, lawsuits for violation of student and/or parental rights.
Special education is not for the feint of heart. It is not simply a matter of doing a good deed, or writing a check. It is an enormous political, legal, medical, and professionally trained academic undertaking. If the Jewish day schools wish to dedicate themselves to this task in addition to their other priorities, so much the better. But if they do so on the sole basis of good will and the best of intentions, funding will be the least of their difficulties, and all students and teachers alike will be the worse for the endeavor.
Given there is a genuine desire to allow disabled Jewish children access to an "equal and appropriate [private] education," no matter individual learning requirements or disabilities, these schools would have to carefully evaluate and provide for the specific needs of each child, no matter the cost, no matter the placement in regular, inclusive, mainstream, or self-contained classrooms. Bound by the same rules, private schools would have to provide at an enormous cost, all of the same services that public schools already offer for free.
There must be licensed, accredited special education programs, teachers, para-professionals for every diagnosed disability; evaluative testing, access to medical therapies and learning specialists; psychological evaluations, special education coordinators, augmentative learning curricula, assistive technology; legal staffs for possibilities of mediation, due-process, lawsuits for violation of student and/or parental rights.
Special education is not for the feint of heart. It is not simply a matter of doing a good deed, or writing a check. It is an enormous political, legal, medical, and professionally trained academic undertaking. If the Jewish day schools wish to dedicate themselves to this task in addition to their other priorities, so much the better. But if they do so on the sole basis of good will and the best of intentions, funding will be the least of their difficulties, and all students and teachers alike will be the worse for the endeavor.
