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You realize I was totally kidding, right?
I don't reject the Swedish research. I reject your application of it to the Ripper letters.
The dyslexic students I worked with, and observed were not in self-contained classrooms with lower-functioning students.
The way special ed. works in the US is that slightly below average to bright students with specific disabilities that cause them to need extra tutoring, or extra time can spend time in a resource room. In high school "Resource" is a class they're assigned to, and it's a little like study hall (a class period for prepping or working on the next day's homework), except students get a grade for resource, and don't get a grade for study hall.
We have honors students in resource rooms. Some of them have minor hearing impairments, some of them have motor skills problems, some are dyslexic, some have Asperger's syndrome, some have ADD, some have chronic illnesses, and more than normal absences. Dyslexic students often take prepared portions of exams in resource, or they may have special exam prep. I remember one student who used to be able to study a list of vocabulary words that would be on an exam before he took it, but it was prepared in such a way that it didn't give away what the actual questions would be. A student with cerebral palsy might get a test given orally, if it's a Scan-tron multiple choice (fill in the circles) test, or he might be allow to type out answers on a keyboard.
On a regular day, dyslexic students would get help, depending on the degree of help they needed, in various forms, such as having a teacher go over a reading assignment with them, or receive prepared notes from their classes for the day (some kids with severe dyslexia qualified for a notetaker, and they'd be assigned to the same section of a class, when one than one was taking that class, so an aide could take notes, type them up, and photocopy them). Hearing impaired students would get notetakers as well.
In the earlier grades, a resource room was where a child with dyslexia would go just for his reading instruction, which was usually 1-1 or 1-2 teacher-student, and return to the regular classroom for the rest of the day. Depending on his individual plan, he might return to the resource teacher for extra tutoring after school, or during a reading-based class period like "social studies," but was otherwise just a regular student.
That's what I'm talking about, when I'm talking about dyslexic students in special ed. Now, there are also private schools just for students with dyslexia, but parents pay out of pocket for those, unless they can get their health insurance to pay for them.
We don't put bright students with specific learning disabilities, or physical disabilities in the self-contained classrooms with severely retarded kids. And we don't put those kids in with kids with behavior disturbances. (And no, "behavior disturbances" is not a euphemism for autism. In my experience, autistic kids who have never been institutionalized don't exhibit violent or disturbed behavior, unless they also have some other problem as well, like ODD, or ADHD, or have been in a lot of foster homes, or abused, although, then they do show them in spades, because they can't talk about what has happened to them, or the frustrations they're experiencing.)
Originally posted by curious4
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Puttting dyslexic pupils in a class of special needs children would be counter-effective, to say the least.
The way special ed. works in the US is that slightly below average to bright students with specific disabilities that cause them to need extra tutoring, or extra time can spend time in a resource room. In high school "Resource" is a class they're assigned to, and it's a little like study hall (a class period for prepping or working on the next day's homework), except students get a grade for resource, and don't get a grade for study hall.
We have honors students in resource rooms. Some of them have minor hearing impairments, some of them have motor skills problems, some are dyslexic, some have Asperger's syndrome, some have ADD, some have chronic illnesses, and more than normal absences. Dyslexic students often take prepared portions of exams in resource, or they may have special exam prep. I remember one student who used to be able to study a list of vocabulary words that would be on an exam before he took it, but it was prepared in such a way that it didn't give away what the actual questions would be. A student with cerebral palsy might get a test given orally, if it's a Scan-tron multiple choice (fill in the circles) test, or he might be allow to type out answers on a keyboard.
On a regular day, dyslexic students would get help, depending on the degree of help they needed, in various forms, such as having a teacher go over a reading assignment with them, or receive prepared notes from their classes for the day (some kids with severe dyslexia qualified for a notetaker, and they'd be assigned to the same section of a class, when one than one was taking that class, so an aide could take notes, type them up, and photocopy them). Hearing impaired students would get notetakers as well.
In the earlier grades, a resource room was where a child with dyslexia would go just for his reading instruction, which was usually 1-1 or 1-2 teacher-student, and return to the regular classroom for the rest of the day. Depending on his individual plan, he might return to the resource teacher for extra tutoring after school, or during a reading-based class period like "social studies," but was otherwise just a regular student.
That's what I'm talking about, when I'm talking about dyslexic students in special ed. Now, there are also private schools just for students with dyslexia, but parents pay out of pocket for those, unless they can get their health insurance to pay for them.
We don't put bright students with specific learning disabilities, or physical disabilities in the self-contained classrooms with severely retarded kids. And we don't put those kids in with kids with behavior disturbances. (And no, "behavior disturbances" is not a euphemism for autism. In my experience, autistic kids who have never been institutionalized don't exhibit violent or disturbed behavior, unless they also have some other problem as well, like ODD, or ADHD, or have been in a lot of foster homes, or abused, although, then they do show them in spades, because they can't talk about what has happened to them, or the frustrations they're experiencing.)
- struck, and at the approximate times he (ooops!) did so.
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