Since the post on special-ed inclusion generated so much debate, here’s Mr. W on trying to teach Algebra B (the second semester of Algebra 1) to a girl with poor math skills, a pushy parent and an IEP (Individual Education Plan). He recommended she transfer to lower-level class after learning she’d failed Algebra A the year before, failed Algebra 1 in summer school and scored “far below basic” in general math on the state exam. She’d earned a D on the first test and was getting 0’s on the daily work.
. . . the parent emailed the dean, counselor, special ed teacher, and principal and said my recommendation was an “easy-out remedy” for me instead of enforcing the IEP.
. . . So now it looks like the parent is going to modify the IEP and potentially make me change my grade scale for one student. At what point will parents realize that these kind of actions hurt the student more than help?
Earlier, Mr. W was forced to pass a student with a 34 percent average, “because the parent didn’t want the student to fail.”
He predicts this student’s IEP will be changed so she can’t fail — and won’t learn. Next year, the IEP will guarantee she “passes” geometry and so on until college. What then? “We are creating a generation of students who think they are ready for the real world and aren’t,” Mr. W writes.