Today’s Examiner article on disproportionality in SFUSD special education classrooms is worth reading. This is not a new issue but the problem persists and it’s important to keep attention focused on making sure we assess all kids impartially, in all areas of suspected disability, rather than succumbing to preconceptions.
The New York Times Magazine has a whole issue focused on education – there’s a great article by Clifford J. Levy on his children’s “full immersion” experience in a progressive Russian school; the excellent Paul Tough cover piece examines characteristics that breed success in school — and whether they can be taught to children who aren’t fortunate enough to be born into homes where those characteristics are absorbed naturalistically.
The Times also has a lovely article about an autistic adult’s transition to a “real” adult job, with the help of a community transition program at his local high school. In SFUSD, our Community Access/Transition (CAT) classrooms fulfill this function for students who don’t have the abilities necessary to be successful in college. (This week I had the honor of serving on an Arts Education panel with CAT teacher Heidi Hubrich and general education teacher Keith Carames (“Mr. C”), talking about the great inclusive work Ms. Hubrich and Mr. Carames are doing at the Ruth Asawa School of the Arts).