More is not better it’s just more
February 7, 2014 § 3 Comments
I have been writing a lot of IEPs lately. Each time I have to decide how much pull out academic service a child needs vs. this same service delivered in the classroom. The stakes are higher than most people realize. I will say most referring teachers and parents want their students/child to have more! More! More! But seldom do people stop and think about the price their child pays when they are pulled out. Some pull out services are without a doubt necessary and when implemented in moderation can really have a big impact academically. So what about major pull out – substantially separate settings for core areas like reading and math? It appears at the time when the decision is made that this is the right choice but it’s not. Well at least I don’t think so. Even though in the past I’ve recommended it and implemented it I now see it as a a bad idea especially in the early elementary grades. When we remove a child from the regular curriculum (for entire core areas – they never have math with the general education class ) with the idea that it will “help them catch up” we are wrong. It is nearly impossible for these students at any point to reintegrate back into the mainstream with any confidence whatsoever. I am sure it has happened and turned out well for some but I’ve never seen it. As far as I can tell once your “out” your out for good. Is that what we really want for our students? What purpose does this serve to teach them in a bubble? But again referring teachers and parents often want their child to have more and more isn’t always better !