Anonymous wrote:
Anonymous wrote:
I think what some of us are saying is that the kids with the extreme needs who cannot function in a socialized way in large classrooms need to be pulled out into smaller classroom settings where they get intensive intervention, and then sent to residential treatment programs if they cannot make it in the contained environment. Because that is the trajectory that functional parents with dysfunctional teens pursue in order to try to get their kids back on track. The answer is NOT to leave the anti-social kids floundering in the regular classroom and destroying the learning environment for everyone else.
Teacher who agrees with you 100%. Know that part of the problem here is that you can’t just “send” a child off without parental permission. Parents who don’t return phone calls, blame the school, or call you a racist and threaten legal action don’t help. They’re basically say, “I have no interest in caring for my child but I’ll be damned if someone else is going to do it!”
Absolutely I realize this. And also agree with the PP that DCPS focuses on "equity" above all else and uses that word in a way that is often detrimental to everyone, especially the children they are professing to help. The cynic in me also thinks that by tolerating this type of behavioral disruption, DPCS also realizes that it often drives away the families who care most about education. Since those are also the families who are most likely to be vocal and demanding about educational rigor and quality, the DCPS central office and school administration can then coast along in mediocrity or worse, while it is the classroom teachers who have to endure abuse and chaos.
![[Post New]](/jforum/templates/default/images/icon_minipost_new.gif){kind=icon}