The two SN children in DC's class slow down the pace of instruction every day, every class

[Anonymous]

I thought I was a compassionate, inclusive typical DC liberal, but I guess I'm not, in the privacy of my own thoughts. I am, frankly, irritated to learn that instruction slows way, way down every single lesson to accommodate the two kids in DS's grade who need extra supports.

If this was occasional, DC (and I) would feel differently but it's constant and shows no end in sight. I think this is the new normal for 80% of DC's classes (save for art, PE and "French"). DS attends an independent school, which is not mandated by IDEA to provide an 'appropriate education' to students with learning challenges. The school values all kinds of learners. This sounded really sweet and noble to me on paper, and it still does conceptually, but it's frustrating in practice.

I say all the right things to DC about inclusiveness and compassion but I'd be lying if I said I'm thrilled to be paying $35,000 a year so the entire class can move at the slowest common denominator pace necessitated by these students.


*The supports amount to the teacher(s) repeating themselves multiple times, restating the idea, waiting until one student processes the information and signals as much. The other student requires that the lesson stop every few minutes, literally (I've seen it) while the teacher(s) reorient the student. Then the teacher(s) must rewind and repeat the last few sentences before adding new information.

[Anonymous]

Anonymous wrote:I thought I was a compassionate, inclusive typical DC liberal, but I guess I'm not, in the privacy of my own thoughts. I am, frankly, irritated to learn that instruction slows way, way down every single lesson to accommodate the two kids in DS's grade who need extra supports.

If this was occasional, DC (and I) would feel differently but it's constant and shows no end in sight. I think this is the new normal for 80% of DC's classes (save for art, PE and "French"). DS attends an independent school, which is not mandated by IDEA to provide an 'appropriate education' to students with learning challenges. The school values all kinds of learners. This sounded really sweet and noble to me on paper, and it still does conceptually, but it's frustrating in practice.

I say all the right things to DC about inclusiveness and compassion but I'd be lying if I said I'm thrilled to be paying $35,000 a year so the entire class can move at the slowest common denominator pace necessitated by these students.


*The supports amount to the teacher(s) repeating themselves multiple times, restating the idea, waiting until one student processes the information and signals as much. The other student requires that the lesson stop every few minutes, literally (I've seen it) while the teacher(s) reorient the student. Then the teacher(s) must rewind and repeat the last few sentences before adding new information.

What grade?

[Anonymous]

Say something to the Director.

[Anonymous]

And start looking for a new school.

[Anonymous]

Don't want to out the children, but either 5th or 6th.

[Anonymous]

At that level the teacher should be able to present a lesson, provide time for independent work and during the independent work period reinforce/reframe for the students who have difficulty.

[Anonymous]

Anonymous wrote:I thought I was a compassionate, inclusive typical DC liberal, but I guess I'm not, in the privacy of my own thoughts. I am, frankly, irritated to learn that instruction slows way, way down every single lesson to accommodate the two kids in DS's grade who need extra supports.

If this was occasional, DC (and I) would feel differently but it's constant and shows no end in sight. I think this is the new normal for 80% of DC's classes (save for art, PE and "French"). DS attends an independent school, which is not mandated by IDEA to provide an 'appropriate education' to students with learning challenges. The school values all kinds of learners. This sounded really sweet and noble to me on paper, and it still does conceptually, but it's frustrating in practice.

I say all the right things to DC about inclusiveness and compassion but I'd be lying if I said I'm thrilled to be paying $35,000 a year so the entire class can move at the slowest common denominator pace necessitated by these students.


*The supports amount to the teacher(s) repeating themselves multiple times, restating the idea, waiting until one student processes the information and signals as much. The other student requires that the lesson stop every few minutes, literally (I've seen it) while the teacher(s) reorient the student. Then the teacher(s) must rewind and repeat the last few sentences before adding new information.

Sounds like good teaching practices to me. Kudos to the teacher for making sure that he or she is reaching all learners!

[Anonymous]

What did you think when you heard "the school values all kind of learners"? Is that code for kids with learning disabilities are welcomed? Is it your first year at the school. What are the other advanced kids doing?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I thought I was a compassionate, inclusive typical DC liberal, but I guess I'm not, in the privacy of my own thoughts. I am, frankly, irritated to learn that instruction slows way, way down every single lesson to accommodate the two kids in DS's grade who need extra supports.

If this was occasional, DC (and I) would feel differently but it's constant and shows no end in sight. I think this is the new normal for 80% of DC's classes (save for art, PE and "French"). DS attends an independent school, which is not mandated by IDEA to provide an 'appropriate education' to students with learning challenges. The school values all kinds of learners. This sounded really sweet and noble to me on paper, and it still does conceptually, but it's frustrating in practice.

I say all the right things to DC about inclusiveness and compassion but I'd be lying if I said I'm thrilled to be paying $35,000 a year so the entire class can move at the slowest common denominator pace necessitated by these students.


*The supports amount to the teacher(s) repeating themselves multiple times, restating the idea, waiting until one student processes the information and signals as much. The other student requires that the lesson stop every few minutes, literally (I've seen it) while the teacher(s) reorient the student. Then the teacher(s) must rewind and repeat the last few sentences before adding new information.

Sounds like good teaching practices to me. Kudos to the teacher for making sure that he or she is reaching all learners!

She isn't reaching all the learners. The advanced kids needs are not being met. She is only meeting the needs of the kids who need lessons slowed down.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I thought I was a compassionate, inclusive typical DC liberal, but I guess I'm not, in the privacy of my own thoughts. I am, frankly, irritated to learn that instruction slows way, way down every single lesson to accommodate the two kids in DS's grade who need extra supports.

If this was occasional, DC (and I) would feel differently but it's constant and shows no end in sight. I think this is the new normal for 80% of DC's classes (save for art, PE and "French"). DS attends an independent school, which is not mandated by IDEA to provide an 'appropriate education' to students with learning challenges. The school values all kinds of learners. This sounded really sweet and noble to me on paper, and it still does conceptually, but it's frustrating in practice.

I say all the right things to DC about inclusiveness and compassion but I'd be lying if I said I'm thrilled to be paying $35,000 a year so the entire class can move at the slowest common denominator pace necessitated by these students.


*The supports amount to the teacher(s) repeating themselves multiple times, restating the idea, waiting until one student processes the information and signals as much. The other student requires that the lesson stop every few minutes, literally (I've seen it) while the teacher(s) reorient the student. Then the teacher(s) must rewind and repeat the last few sentences before adding new information.

Sounds like good teaching practices to me. Kudos to the teacher for making sure that he or she is reaching all learners!

She isn't reaching all the learners. The advanced kids needs are not being met. She is only meeting the needs of the kids who need lessons slowed down.

How do you know? School just started!

[Anonymous]

Anonymous wrote:What did you think when you heard "the school values all kind of learners"? Is that code for kids with learning disabilities are welcomed? Is it your first year at the school. What are the other advanced kids doing?

We are many years into this school (DC#1 attended a different independent). What did I think? I thought "all kinds of learners" meant a variety of learners within a range, and also meant that the school would strive to impart information using methods preferred by kids who are visual, auditory or kinesthetic-dominant. I guess I didn't think they meant it literally -- "all" learners.

[Anonymous]

Funny, we are at a private. The regular kids are slowing down my special needs kid. Very few teachers teach to the higher kids as the lower ones need help catching up so they slow down the higher learners till the others catch up.

[Anonymous]

Anonymous wrote:And start looking for a new school.

+1

[Anonymous]

Have you seen this yourself or is this the report you are getting from your DS?

[Anonymous]

What's your question OP?