Jillian Johnsen 5/24/07 Leveling the Playing Field Joey can't sit still. Mary's attention wanders off constantly, while the rest of the class pays attention. Jamal contributes to class discussions by blurting things out, and interrupting. Their teacher is constantly frustrated and annoyed by their behavior, and usually responds with punishments. After all, high school students should know better. What this teacher doesn't realize, is that each of these students has one thing in common: a learning disability. Chances are that Mary doesn't mean to daydream, and that Joey and Jamal can't help themselves. And unfortunately, neither can their teacher because he cannot recognize their symptoms, let alone find teaching methods that could help his students overcome their disability. Therefore, all teachers should attend biennial training programs that focus on learning disabilities, styles and necessary accommodations as required by the NCLB. The principal argument against requiring learning disability training every other year would most likely be the cost of the program. However, there is no accurate way to predict the cost of any education program (Guest). There are simply too many variables to take into consideration (Guest). Costs could be minimized by making this program part of the currently required teacher training, or by providing low cost alternatives such as on-line learning, tele-seminars or individual study (Guest). Educational pamphlets and manuals could even be provided. Funding for additional training could be provided through grants from the Academic Improvement and Teacher Quality Program (CFDA 84.367) or by redirecting non-Title I funds as allowed under HR-1(Overview). In fact, HR-1 specifically states that these funds can be used to improve teacher training. Funding this training would be simple, and very beneficial to America's future. Many people might believe that learning disabilities shouldn't be compensated for because they can be overcome by sheer will or because all students should be treated the same. However, these people wrong and out of date. Learning disabilities such as A.D.H.D. are real medical problems that can severely handicap children in both academic and social situations (Guest). 13.4% of students' ages three to 21 are served by federally supported programs for the disabled, which figures to 6.4 million students nationwide (A Guide to Education and No Child Left Behind: Students). Studies have shown that every child's academic success is closely tied to the ability of the teacher to meet his or her academic needs (A Guide to Education and No Child Left Behind). Even the Secretary of Education, Margaret Spellings agrees that, “nothing helps a child learn as much as a great teacher,” and that “great teachers are helping us (federal government) to reach our goal of having every child doing grade level work by 2014.” (Highly). A child with a learning disability needs a great teacher, and a great teacher needs to know how to effectively accommodate their student's disabilities. A final argument might also be made that providing this training would be difficult. Many things are difficult, but like this program, they are worthwhile. Besides, America can easily develop Teacher to Teacher programs to provide peer training on a school by school basis (Teacher-to-Teacher). On-line learning would also be a simple solution for teachers because it wouldn't require facilities or trainers (Hutchinson). Current programs offered to teachers for repetitive training needs could also be expanded to include learning disabilities, and effective, NCLB approved, teaching techniques that accommodate for different disabilities (Guest). America needs to think outside the box for new ways to provide training in learning disability identification and accommodation for all teachers. Before NCLB, was the Individuals with Disabilities Education Act (IDEA) (My). This is where Individual Education Plan (IEP) originated (My). IEP is a support option that can be requested by the parents of children with learning disabilities (Overview). Each one is a different and specially adapted plan designed to fit the needs of the child (Hutchison). Students with learning disabilities who are trying to succeed need to know that they can rely on their teachers. This can only happen when all teachers know what their role is in a student IEP. Emphasis also needs to be placed on the importance of using IEPs, and how beneficial it is for a student with a learning disability. Learning disability training would leave teachers better equipped to incorporate IEPs into the classroom (Teaching). Once teachers know and understand the law, they need to be able to follow it. That's where NCLB comes in, with up to date disability education and proven strategies that work. President Bush made education his first domestic priority when he signed the No Child Left Behind Act on January 8, 2002 (Fact, Overview). NCLB was actually based on IDEA. Its purpose was to assert stronger accountability for results, expand local control and options for parents, while placing a strong emphasis on teaching options that have been proven to work (Overview). If America was to implement all teacher learning disability training requirements, a plethora of new teaching strategies would be deployed. NCLB government officials are bursting at the seams with disability facts and statistics. They know the educational strategies that work, and the ones that don't. They have it all at their fingertips. NCLB could easily support disability training, and in return, it would make NCLB more effective. Imagine the effect this information would make if it were in the hands of America's teachers. Regular education teachers must be able to select and implement different teaching strategies to create a successful IEP that can be integrated into a classroom (Teaching). In order to accomplish this, the teacher needs to understand the characteristics of the child's disability (Teaching). This understanding can only be achieved through training. There are many cases, where students are not benefiting from NCLB at all. This is because many regular education teachers do not know the accommodations needed to properly address the students' learning disabilities. Only Special Education teachers are trained to recognize and accommodate for learning disabilities (Hutchinson). Of course, not every child with a learning disability has or needs the services of a special education teacher (Guest). There are approximately 510 students enrolled at David Douglas High School who have learning disabilities (Guest). About 210 of them are currently receiving the services of a special education teacher (Guest). That leaves about 300 students who are capable of working independently (Guest). Unfortunately, these students still struggle academically and socially because the teachers are unintentionally putting up road blocks. These are the children who are being left behind. America needs to demand that all kindergarten through twelfth grade teachers attend biennial NCLB training that focuses on learning disabilities, styles and effective teaching strategies. Until this step is taken, President Bush's plan to involve the federal government in the K-12 education of disadvantaged students will not be entirely successful. American children who currently struggle with learning disabilities, but do not require the needs of a special education teacher, need regular education teachers to fully understand and recognize their learning disabilities. Teachers who are not properly prepared cannot provide the accommodations that are needed to achieve the students' full potential. It's time for America to step up to the plate and level the playing field. Works Cited
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