Concerned about lower spending on Regular Kids in FCPS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why don't you mosey on over to the special needs board and tell all those moms and dads that you resent spending on their kids?

The ones with severe cognitive decencies? Yeah, I'd rather my money not be spent on them in the regular public school capacity. It'd be better spent to create a specific school with therapies to assist them.

I'm not talking the ELL/ESL kids or the autistic kids or even the severe behavior issue kids. We have several kids at our ES who are only semi-cognitive with severe CP. They would benefit more from being in a therapy based program vs. just being in gen pop at a public school, which would free up more public school resources. But, those types of private programs cost money, which many families of those kids can't shell out because their kid's medical expenses are already so high, so they are just enrolled in public school.

Federal law requires that the child be placed in the least restrictive environment, so schools cannot just warehouse special ed kids, which is what happened before that law. The idea is to prepare the kids for the real world where they are not separated.

This is an artificial real world. Kids with disabilities or special needs will never end up in the same colleges or works as advanced kids.

That is incorrect. While they will not go to those schools in the same numbers. There are plenty of students with disabilities that go to excellent colleges and are extremely successful. My DC is a senior and has an IEP since 2nd grade. The school his peers that he has known from special ed since ES are going to will astound you: William & Mary, Davison, RIT, RPI, Harvard, UMD-CP Honors are just just a few that I know at the moment.

This. Are you really that obtuse? You do realize that kids with disabilities and/or special needs can also be advanced (and vice versa), right????

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why don't you mosey on over to the special needs board and tell all those moms and dads that you resent spending on their kids?

The ones with severe cognitive decencies? Yeah, I'd rather my money not be spent on them in the regular public school capacity. It'd be better spent to create a specific school with therapies to assist them.

I'm not talking the ELL/ESL kids or the autistic kids or even the severe behavior issue kids. We have several kids at our ES who are only semi-cognitive with severe CP. They would benefit more from being in a therapy based program vs. just being in gen pop at a public school, which would free up more public school resources. But, those types of private programs cost money, which many families of those kids can't shell out because their kid's medical expenses are already so high, so they are just enrolled in public school.

Federal law requires that the child be placed in the least restrictive environment, so schools cannot just warehouse special ed kids, which is what happened before that law. The idea is to prepare the kids for the real world where they are not separated.

This is an artificial real world. Kids with disabilities or special needs will never end up in the same colleges or works as advanced kids.

That is incorrect. While they will not go to those schools in the same numbers. There are plenty of students with disabilities that go to excellent colleges and are extremely successful. My DC is a senior and has an IEP since 2nd grade. The school his peers that he has known from special ed since ES are going to will astound you: William & Mary, Davison, RIT, RPI, Harvard, UMD-CP Honors are just just a few that I know at the moment.

This. Are you really that obtuse? You do realize that kids with disabilities and/or special needs can also be advanced (and vice versa), right????

Sorry, but this is a new thing. Back in my day, you were either advanced, average, or had special needs. And I am not even that old. “Advanced but needs a ton of accommodations” is ridiculous.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why don't you mosey on over to the special needs board and tell all those moms and dads that you resent spending on their kids?

The ones with severe cognitive decencies? Yeah, I'd rather my money not be spent on them in the regular public school capacity. It'd be better spent to create a specific school with therapies to assist them.

I'm not talking the ELL/ESL kids or the autistic kids or even the severe behavior issue kids. We have several kids at our ES who are only semi-cognitive with severe CP. They would benefit more from being in a therapy based program vs. just being in gen pop at a public school, which would free up more public school resources. But, those types of private programs cost money, which many families of those kids can't shell out because their kid's medical expenses are already so high, so they are just enrolled in public school.

Federal law requires that the child be placed in the least restrictive environment, so schools cannot just warehouse special ed kids, which is what happened before that law. The idea is to prepare the kids for the real world where they are not separated.

This is an artificial real world. Kids with disabilities or special needs will never end up in the same colleges or works as advanced kids.

That is incorrect. While they will not go to those schools in the same numbers. There are plenty of students with disabilities that go to excellent colleges and are extremely successful. My DC is a senior and has an IEP since 2nd grade. The school his peers that he has known from special ed since ES are going to will astound you: William & Mary, Davison, RIT, RPI, Harvard, UMD-CP Honors are just just a few that I know at the moment.

This. Are you really that obtuse? You do realize that kids with disabilities and/or special needs can also be advanced (and vice versa), right????

Sorry, but this is a new thing. Back in my day, you were either advanced, average, or had special needs. And I am not even that old. “Advanced but needs a ton of accommodations” is ridiculous.

"back in your day"? I am almost 53 and we had inclusion in my classes as way back as elementary. Do you think it is possible for a person who is deaf or blind or a paraplegic to also be highly intelligent? It is the same with a highly intelligent student with dyslexia or dysgraphia. They need accommodations to access the curriculum- it isn't the curriculum that is the problem- it is the method of access.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:22:04. Yes. It depends on the school, however studies over many years have shown that overall, AAP classes are LARGER across all of FCPS. May be different at your school, but not on any typical year for FCPS. In addition, often IEP's are not recognized at the AAP level. Various Specialists and Assistants help out General Ed classes but not AAP classes. If FCPS was to do away with AAP it would generally cost them more.

How can that be? That would be illegal under federal law.

I don't know but they do it. Most IEPs are written for children who are behind academically.

Kids can be way behind in one area (for example, reading), yet way ahead in another (like math). Kids with IEPs aren't stupid, they have learning disabilities. There are plenty of 2e kids that are way ahead in one area and way behind in another.

Which begs the question: why are they in full time LLIV AAP if they are *behind* in any area?

A child who has dyslexia may be "behind" in the skill of reading, but they can access the curriculum using audio books- just as a student who is blind. They may have trouble spelling and have to use spell check for their entire life, but their vocabulary is in the stratosphere. A student with dysgraphia may need to use a keyboard and word prediction software (or a graphic organizer) to get down their ideas- but they ideas are still exceptional. A student with a four function calculator accommodation, may need help with the rout math facts, but they may be the one that deciphers one of the as of yet unsolved math equations. The accommodations help bring the curriculum to the student who already has the capability of understanding, comprehending, learning it.

[Anonymous]

The accommodations help bring the curriculum to the student who already has the capability of understanding, comprehending, learning it.

And, so can the child in gen ed have the capability of understanding, comprehending, learning. AAP is a status symbol.