Issue link: https://digital.copcomm.com/i/65746
Imagine being assigned students with disabilities without receiving training or support to help them succeed. IMAGINE seeing programs and services for students with disabilities disap- pearing to save money, because the district suddenly has a "new way" of doing business. Imagine a student's IEP (Individu- alized Education Program) being changed without notifying members of the IEP team. These disturbing scenes are occur- fit the system, rather than having the system fit the child, she said. "I have always believed in ring statewide as districts are using misleading language and changing job titles to save money delivering one-size-fits-all special education programs, according to a new report available to CTA members called Spe- cial Education in California (see page 15). In many cases, what is happening violates the state's Education Code, say CTA staff experts. As much as special educators want students with disabilities to be main- streamed into regular classrooms, it must be done correctly and for the right reason. Saving money is not the right reason. Educators say students with dis- inclusion when it's appropriate, but inclusion is a philosophy and not a program. It's not good for every single kid," said Moon, who teaches at Hidden Valley Middle School in Escondido. "Unfortunately, students with No training, no say Rosemead special needs don't know the differ- ence. Some have just shut down. They don't want to participate and they are embarrassed to ask for help. It's hard enough to have disabilities; it's a double whammy when you are being pushed beyond what you can handle. " abilities are forced into general edu- cation classes because other options have been removed. Districts are changing job titles of those who work in special day class (SDC) and resource specialist program (RSP) categories, which circumvents Educa- tion Code requirements around stu- dent caseload requirements. Based on administrative dictates, all IEPs look the same. Schools are saving money, but at what cost to general and special edu- cation students? Jennifer Moon worries that spe- cial education students in general education classes are not having their needs met. IEPs are written to ยป Beware of outside firms that ignore student needs Reorganization of special education often happens after a school district hires an outside firm to evaluate special education programs or after administrators attend conferences on cutting costs in special education. Districts experiencing this type of reorganization include San Francisco, San Bernardino, Cajon Valley, Fuller- ton, Sacramento, Pomona, Escondido, San Diego, Madera, Covina, Salinas, Beaumont, Fremont and El Monte. "They called it an 'opportunity report,'" says special educator Joni Clark of a consultant's recommenda- tions to eliminate special education services in Fremont Unified School District. "They sugarcoat it as a great opportunity when it really means they will no longer offer individual- ized services." Teachers were astounded when Fremont Unified spent $44,000 in Jobs Bill funding to hire the services of a company called School Innova- JOSEPH VASQUEZ and ELIZABETH ALANIS are making it work at Rosemead High School. The two "co-teach" a general education class where five special education students are fully included. Vasquez, the general education teacher, does most of the teaching while Alanis, a special educator, helps students with disabilities keep up and assists struggling general education students and English learners. "They just said, 'Team up, you two.' There could have been better preparation," Vasquez recalls. There was no model to follow and no training. The two have separate planning periods and seldom have time to collaborate. "When it first happened, it was a bit confusing for people," recalls Alanis. "We are slowly working our way into it and making it work. I really want these kids to succeed. But it's a struggle, and meeting all their needs is exhausting." While the two are doing their best, they worry the needs of some students are not being met. "I would like services and programs returned to our school because some kids are falling through the cracks and we are doing them a disservice," says Alanis. "But we had no say in this and were not included in the process." May 2012 / www.cta.org 9