The greatest gift we can give our students is true appreciation and respect. I asked my 7th grade son who his favorite middle school teachers have been. Without hesitation he answered, "Mrs. Reagle, Mrs. Clayton, and Mrs. Marvel." When I asked him why these teachers are his favorites, he again answered without hesitation, "because they like me." I also know that these teachers are proficient at presenting academic skills in an interesting, enthusiastic, hands-on manner. However, that is not the primary thing they do in Ben's mind. Ben - and all of the other students in these classes - feel accepted, special and included in this school environment. Middle school is a period of time that it is particularly important to belong and to be part of a group. We can do much as educators to set the tone for helping all youngsters belong. If we work with students with disabilities, it can be even more challenging to help students find a niche where they genuinely belong and are truly included! 

As educators, it is sometimes the easiest task to focus on the mastery of skills. We have tools for measuring the mastering of skills. These tools include standardized tests, IEPs, grades, report cards, etc. These tools can be valuable for making decisions about students' educational programs as well as overall program goals. However, we are measuring student achievement and therefore teacher competency with evaluations, such as the Iowa Test of Basic Skills (ITBS). Politicians and lay persons compare classes, schools and school districts with these scores. It is similar to someone going to a physician and after being weighed, given a clean bill of health or being given a poor prognosis. Obviously other factors have to be considered, such as height, age, blood pressure, cholesterol levels, and family history just to begin. We need to step back and look at our goals for education and prioritize the skills that students need to master. 

It is mandated that students with disabilities will participate in the general curriculum to the greatest extent possible. If we agree that the concept of least restrictive environment is valid (philosophically and/or legally), we must provide support for regular educators. We are asking classroom teachers to perform nothing short of major miracles. We will put 25 - 30 children in their classrooms. The IQs of these students may range from 50 to 150. There are children with learning disabilities, emotional/behavioral disorders, developmental delays, hearing impairments, visual impairments and orthopedic impairments. We expect teachers to meet the needs of all of these students. We will also grade teachers based on the performance of this diverse group on a standardized test. What is wrong with this picture? 

It is my contention that we need to change the way we teach a large portion of our school population. Research clearly indicates that we remember least what we hear and remember most what we teach others. However, our primary mode of instruction is to lecture, have students take notes and then have students regurgitate what we have presented. It is our job as educators to teach students in meaningful ways and to modify instruction to make it appropriate for students, not the other way around. 

Presently there is a tendency to place unsuccessful students in remedial programs, refer them for special education services, refer them for counseling, suggest medication for hyperactivity, retain them, or otherwise develop a plan for helping them conform to our expectations and modes of instruction. All of these alternatives can be appropriate for some students at some time in their school career. However, we need to look at the other half of the equation. We need to address the ways schools teach and the ways that students learn. IDEA mandates that we first try to modify instruction and provide aids and services for students with disabilities in regular classes. Only after all else fails can we remove a child from a regular class and provide support in a special education class. 

I particularly like the goal statement for Jefferson City Schools in Jefferson, Georgia: "To graduate fully functioning adults." If we truly launch students who are fully functioning, they will be prepared to function in a society where they belong, and they will have the skills necessary to participate independently in our society. Students will exhibit caring, altruistic and generous behaviors because they have been modeled by educators who are genuinely working to meet their needs!