Anonymous
Post 09/13/2015 19:41     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Last year, my childrens private school interviewed a couple SN children and had them for a half day. I know the teachers that had them in class were worried since 1) the school isn't staffed or trianed for SN and 2) impact to current students and potential enrollment in the future. Ultimately, the school stayed its course and did not accept SN children.
Anonymous
Post 09/13/2015 19:34     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class

My child needs repeated directions and near-constant guidance. He has a dedicated aide in his public school to look after him, so that the other children are not slowed down by his needs.

Were I in your shoes, OP, I would be frustrated too!

Let's be honest here. You can differentiate instruction to a high degree with a small group of kids. You cannot do the same with a large class, however perfect of a teacher you are.
This class needs more than one teacher.

Anonymous
Post 09/13/2015 19:23     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
In 5th grade at our school, kids are separated into three different learning groups. The accelerated and then either two mid-range groups or a middle and bottom group depending on make-up of class. Some may disagree with this practice, but it certainly allows children to learn at the pace they can handle and receive the level of attention they need. The groups are assigned based on test scores and grades. Makes sense to me!
Anonymous
Post 09/13/2015 18:37     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
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.


The visual/auditory/kinesthetic learning-style thing has been discredited, so teaching this way would actually be a non-best practice at this point.

Uh what? This is still being taught in Graduate programs as recently as 3 years ago, particularly for students with learning disabilities


It really shouldn't be. It's not that multisensory education is bad - all of us take in information in different ways, but the idea that we can divide learners into groups and say, these kids learn best through movement doesn't hold up when studied:

https://www.youtube.com/watch?v=sIv9rz2NTUk

(scroll about halfway down for a discussion of this) http://www.senseaboutscience.org/blog.php/77/neuromyths-and-why-they-persist-in-the-classroom
Anonymous
Post 09/13/2015 18:36     Subject: Re:The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:What grade does the school start separating kids into the slower class and and the more advanced class? If next year your child will be in the smarter class and will go at a more appropriate pace for math and science, then I would probably stick with the current school. If the class size is small and the kids won't be separated based on abilities, then I would find another school. No reason to pay so much money if your child will be hindered by slow children.


Oh, go ahead, PP. Call them dummies and retards. We know you want to.
Anonymous
Post 09/13/2015 18:26     Subject: Re:The two SN children in DC's class slow down the pace of instruction every day, every class
What grade does the school start separating kids into the slower class and and the more advanced class? If next year your child will be in the smarter class and will go at a more appropriate pace for math and science, then I would probably stick with the current school. If the class size is small and the kids won't be separated based on abilities, then I would find another school. No reason to pay so much money if your child will be hindered by slow children.
Anonymous
Post 09/13/2015 17:42     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
The point is that this is not what "learning differences" means. Its means the school is inclusive of kids with relatively minor learning disabilities. OP, you were just mistaken or didn't do your homework.
Anonymous
Post 09/13/2015 17:25     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
Anonymous wrote:
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.


The visual/auditory/kinesthetic learning-style thing has been discredited, so teaching this way would actually be a non-best practice at this point.


NP. Discredited how? Don't know much about the topic but curious as I'm a very visual learner, so these distinctions had made sense of my own experience and what I see with my kids.
Anonymous
Post 09/13/2015 17:19     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
Anonymous wrote:
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.


The visual/auditory/kinesthetic learning-style thing has been discredited, so teaching this way would actually be a non-best practice at this point.

Uh what? This is still being taught in Graduate programs as recently as 3 years ago, particularly for students with learning disabilities
Anonymous
Post 09/13/2015 17:09     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
What school is this? Big 3?
Anonymous
Post 09/13/2015 15:18     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
If it's a good school and the kids need as much extra help as you say, the school will figure something out. They'll bring in an aide or get the kid additional supports or something. Maybe give it a couple more days?
Anonymous
Post 09/13/2015 15:16     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
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.


The visual/auditory/kinesthetic learning-style thing has been discredited, so teaching this way would actually be a non-best practice at this point.
Anonymous
Post 09/13/2015 14:23     Subject: Re:The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
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").


Why is "French" in quotes?


They're actually teaching Romansch, but they call it "French".

(I am not the OP.)
Anonymous
Post 09/13/2015 13:53     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
Anonymous wrote:
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!


+1

I'm a teacher. These are "best practices". How do you know that she's only doing this for the two kids with SN. There are likely other kids who also benefit from repetition and rephrasing.



Im a special education teacher and while this is commonly stated as best practices, it's not best practice. Differentiated learning should look quite different than direct instruction until everyone understands.

+1 from another sped teacher. This singles out the kids who are having challenges in a disruptive way when she could be differentiating in lesson ("to put it another way...") or doing a circular lesson (teach, practice, teach) for those who need it.
It's hard to hear with the huge tuitions that are being paid but some teachers in private school suck, just like some public school teachers.
Anonymous
Post 09/13/2015 13:47     Subject: The two SN children in DC's class slow down the pace of instruction every day, every class
I agree with the others who suggested that the problem is probably exaggerated. Other kids may be benefitting from the practice. And learning is not a race.

No school is perfect for everyone. An inclusive school will have some kids with SN. You knew that going in. Or you should have. If its not working for your DS, fine. Leave. But don't blame the kids with SN. They are not the problem. The fit is the problem. In other words, this is your problem, your child's problem, and you need to act accordingly.

And please, no parents in the classroom. I don't want you in there where my child is learning. It distorts the interactions, inhibits the teacher, stigmatizes your child (Why is your mom here?), and leads to further intrusiveness. If you are concerned about the classroom dynamic, speak with the head of school or portion of school and they can observe. If you don't trust them to do that you belong in another school.