anon220480

As a former RSP of many years, be careful what you call “smarter”. I don’t mean to dismay you, but don’t be disillusioned or disillusion yourself, either. Interesting that her “A” was in Guided Studies, as I am sure that is an RSP class.

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What do the students do in “Guided Studies”? My guess is at least part of what they do is get help with their homework, so it gets done and doesn’t lower their grades in other classes. They may also help them with long term assignments and studying for tests.

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What percentage of her academic day does she receive RSP support? Her IEP will tell you this. Is she a high school or middle school student? Are all of her classes taught at the same level of difficulty as her general education peers, or are they modified classes for students with difficulties? “Grades” do not get high scores annual state testing, or SAT exams, although I will admit I’ve always seen students scores go up “some” on annual state tests as a result of RSP, but it is rare that the scores are in the “Proficient” range across the board, which drives every principal nuts, because special education student scores on state testing tend to lower the schools overall rating on state exams. Grades are not the be-all, end all.

As a middle school RSP of ten years in two different school districts, I have seen RSP case carriers not teach students new skills, but, basically, change students’ schedules around so their classes are not as challenging, and coddle students as opposed to empower them to work with their disabilities and make the best of what God gave them.

Parents are so thrilled – and misled – that their child is improving they tend to put their child’s RSP on a pedestal because they have helped their child move from the hot water of terrible grades to at least average grades. The problem is, many of these students struggle to pass the high school exit exam for a real high school diploma as opposed to a Certificate of Completion of High School. The high school exit exam is one that the majority of high school students pass in their freshman or sophomore year. Even worse, special education students, often don’t really have lot of the skills needed to work hard and make the most of their own capacities.

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If a student has a real disability, that disability needs to be addressed in special education, not just worked around. There is tons of research on the plasticity of the human brain and how weaker portions of the brain can be developed. This needs to be included in working with students with disabilities. It’s brain fitness for making the most of one’s capacities.

Jack LaLanne said “Dying is easy. Living is hard.” I say this because students also need to understand a full life requires effort and rigor. We rise as hard as we are willing to push through our challenges. In addition to dealing with the body and its effect on performance (meaning the brain, nervous system, vestibular system, etc.), special education students need to be educated about their strengths and their inherent challenges (we all have them). They need to learn the tools for being successful in spite of their challenges. They need to learn how to work their limitations and stretch them, and how to make the most of their time here on earth.

In my mind, most of the special education services for mild to moderate students could be much more empowering and it takes the parent(s), schools, and the students all doing their third of the work. No one should be making up for someone else’s slack. Special education is most effective when the disability itself is addressed (as opposed to being worked around), the student “learns” skills for accommodating their own challenges, and the school, parent and student are each pulling their third of the weight.

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