Special Education Schools
Are Special Education Schools the Right Answer?
Tutoring and special education are accepted, main-stream answers. The problem is most of the time they are the wrong solution.
What if, for example, you had a broken leg but your doctor didn’t take an x-ray and merely prescribed an antibiotic? Obviously, a broken leg needs to be set and put in a cast. Antibiotics are fine under certain circumstances, but they won’t fix a broken leg.
Likewise, when it comes to learning difficulties, the wrong remedy is often applied. So, what is the right treatment? Doesn’t an x-ray need to be taken before treating the problem?
One of the major goals of this book is to offer and explain the correct solution to Mike’s learning challenges -- to take an x-ray and then provide the appropriate treatment.
Before we look at answers, let’s examine why today’s educational environment in America typically does not know what to do with the “Mikes” of the world...
Special Education Schools – Consider the Education Crisis
The statement above is true in spite of the fact that the day is coming when today’s children will make every major legal, moral, and philosophical decision in our nation. Their ability to sustain our nation’s values and way of life depends on the quality of their education, their integrity, and their character development.
This being the case, the successful development of children is and should be the logical goal of public and private education. This logical goal, however, begs the question: “As a nation, are we achieving this goal?”
Tragically, the answer is, “No.” The sad truth in America’s schools today is that almost 75% of the students moving through elementary, middle, and high school are not able to consistently experience academic success. Even sadder is the fact that many rarely or never experience it.
The National Assessment of Educational Progress (2005),1 also known as The Nation’s Report CardTM, is a continuing and representative assessment of what America’s students know and can do in various subject areas. What does our national grade look like for the “three R’s” -- reading, writing, and arithmetic?
First, three-fourths of our high school graduates finish twelfth grade without adequate skills in writing.
Additionally, by the fourth grade, more than two-thirds of the students read below grade level—over one-third of them at or below the second grade reading level! This score, unfortunately, does not improve: in the eighth grade, more than two-thirds of students are still below grade level in reading.
And what about math? The report is just as bad. By the eighth grade, more than seven out of ten students are performing below acceptable levels.
Return To Other Child Learning Topics
Excerpts of the book Unlock the Enstein Inside by Dr. Ken Gibson
1 Perie, M., Grigg, W., and Donahue, P. The Nation’s Report Card: Reading 2005 (NCES 2006-451). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 2005.
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