by Anna Suranyi

Created on: October 08, 2008   Last Updated: October 09, 2008

I would love to write an organized, well-written and politically correct article for readers to enjoy-wait; actually, no I would not! I want to write a truthful look at what parents are up against, as a person who has often been seated at the conference table for CSE meetings-as a parent and as a teacher. Certainly, every state and district is different, but human nature (and the almighty dollar) changes not! I have taught in the inner-city and a rural district. Additionally, I have been a parent in a suburb and a rural district. I have seen little difference between the three educational settings, when it comes to special education. I happen to teach in New York State-Western New York to be specific.

Let me start with testing. Be very careful because I have rarely seen test results used for anything other than pigeon-holing a child-thereby making the district's job easier. The sad thing is that this can result in placements that do not allow for the child to reach their potential. At the elementary level, I have seen the results used to remediate more often than at the high school level. At the high school level there seems to be a complete lack of concern for addressing weaknesses, rather they will "modify the curriculum." Take it from a teacher, and a parent of a student who is classified-"modifying the curriculum" is a politically correct way of saying "dumbing it down." It sounds so friendly and helpful, but lowering the bar is rarely the answer. So, I recommend having testing done in the private sector. This gives you control and allows you to decide what is disclosed to the school. Included in the evaluation is an opportunity to discuss the results with the examiner and copies of the report.

The next things to consider are two words: modification and accommodation. In my experience modification usually involves lowering the bar and accommodation applies to what will be done to help your child meet the standard. I personally lean toward accommodation because I prefer for my child to make a teacher's job more difficult, not easier. I know how hard I work as a teacher to accommodate learning styles and individual differences and I want nothing less for my child.

Certainly, there are disabilities that are black and white, whose diagnosis' and treatment are textbook. Unless your child fits a textbook description of a disability and disorder, press on for more than what is offered to you. As flowery as the language can be at CSE meetings, I do not see people appreciating children for their individuality. Individuality costs money, and takes time and energy. The reality is that school districts have budgets and budgets require planning. Don't be afraid to put a kink in their plans. You may not be popular, but you will rest at night knowing you made your child your first priority. Know your child, know your rights and know your stuff!

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