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A Saved System

One night, sitting at the family dinner table, I observed the adults' conversation about our

current education system and it really piqued my interest. Specifically, about children that

struggle with learning and how much extra support they truly require. The deeper the

conversation got, the more intrigued I became, and something within me ignited. It did confuse

me, however, because it is a privilege to be able to receive a good education, but to be able to

obtain an education constructed of one’s specific needs is not always as simple as it may sound.

The notion that it is a long, drawn out process even after education laws have been passed,

speaks volumes.

Growing up in a close, tight-knit family where we all live less than 10-minutes from each

other, can really shape a person. Being there for one another in good times and bad, and learning

about individual struggles, can develop new interests and curiosities. Listening to conversation

about the past one will learn a lot of new things, yet of course everyone knows how these

conversations about the past go. One of the most important things I learned from these

conversations is my family’s educational history. Much to my surprise, I discovered that a

handful of my family members have been diagnosed with learning disabilities. From reading,

speaking, and writing they were lucky enough that their issues were manageable, as they were

able to obtain the help they needed. Help would not have been available if it was not for the

Individuals with Disabilities Education Act (IDEA). Although this was originally passed in 1975,

and further amendments were made in 1990, it may make one think about how it was in schools

when this act was not in place and students needed additional help and support.

The act outlines how any public school student is entitled to receive exceptional support

or testing and how to go about it. However, it does not mention private schools and the

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accommodations they need for their students. Sadly, I learned that the government does not fund

private institutions. All of this made me land on the question: How have public and private

schools adapted to students with learning disabilities, and what were the driving factors for these

changes?

The way public and private schools are structured today is very different compared to

how it was in the past. All schools are filled with students who need extra support in school, but

whether they receive that help is a different story. In the past, schools have dealt with kids that

have learning disabilities very differently, and in some cases, refused to help them at all. It was

different for every student: “Many children were denied access to education and opportunities to

learn. In 1970, U.S. schools educated only one in five children with disabilities, and many states

had laws excluding certain students, including children who were deaf, blind, emotionally

disturbed, or had an intellectual disability”(A History of the Individuals with Disabilities

Education Act”). Less than sixty years ago, students were denied education in this country. It did

not correlate with any policies in place, where they were not allowed to take these children into

their schools; it was solely because they did not have enough resources and were not properly

equipped to teach these students. As a result, they decided to deny kids and not make any

productive changes. Before a life-saving act was put in place, “Children with disabilities were

often segregated or warehoused in state institutions with no guarantee of proper assessments or

schooling. That meant more than a million children had no access to public schools. Some states

specifically barred those with certain disabilities from attending regular schools, including those

who were deaf or blind” (“Ideas Impact”). As some institutions were already denying education

for students, one can see how they singled out some disabilities, being deaf and blind. Schools

during this time could not and did not want to house these kids because they would not have

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gained a sufficient education at their school. Another reason is because these schools, at the time,

were not legally obligated to teach every child that came through their doors. Therefore some

abused their power and began turning students away left and right, which in turn caused families

to travel far distances to a school where their children could get taught. As this can be shown in

the following quote: “Most families were not afforded the opportunity to take part in planning or

placement decisions regarding their child, and resources were not available to enable children

with significant disabilities to live at home and receive an education at neighborhood schools in

their community”(A History of the Individuals with Disabilities Education Act”). Families

having to travel long distances for their children to receive the proper education they deserve is

wrong on many different levels. This would interfere tremendously with daily life for families,

affecting their work schedules, prior commitments, and daily plans. The inconvenience families

had to struggle through and go through while just trying to drop their child off at school is

unbearable. Thankfully, there is now a law in place, The Individuals with Learning Disabilities

Education Act, that solves not all, but most of these issues.

In November of 1975, the United States education system was saved. President Gerald

Ford signed and implemented the Individuals with Disabilities Education Act (IDEA). It was

referenced as the Education for All Handicapped Children Act (EHA), before becoming called

the IDEA. Before this law was in place, the country faced a downward spiral regarding our

system. One of the many issues resolved because of it is that “1.8 million children were denied

education prior to the EHA, and now there are over 7.5 million included in public schools

classrooms” (Hallahan, et. al). The number of children and their futures saved by this law is

astonishing. Now that everyone is included in the classroom it opens up endless amounts of

doors for the students that did not have access to obtain their education before. Another positive

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outcome is that “Parents have the right to fully participate in all decision-making about their

child’s educational program. It is, of course, wise to consider input from all school professionals.

However, all decisions about a child’s education must be signed off on by the parent. This

includes every step from evaluation, to diagnosis, to the child’s placement in an educational

setting” (“A Parent's Rights Under IDEA”). Allowing the parents to have full awareness of their

child's education and the transparency between the school and family allows for many doors to

open. Additionally, parents have the right to schedule a meeting with the school to discuss their

child's needs whenever they feel necessary. They can propose that their student undergo testing

to see if they qualify for any extra supports. Different plans include a 504 or an IEP; both can be

put into place to help the student excel. However, there are two sides to this; suppose a teacher

sees behavior in the class that leads them to believe they require one of these plans and extra help

in the classroom, but the student's parents are unaware of their actions and abilities and refuse

and are in denial. In that case, they do not have to listen or get their child tested. Ultimately, this

creates an awkward relationship between the teacher, parent, and student. In a recent interview

with Jenni Brennan, an elementary school teacher who has been working in the education system

for over twenty years, she states:

The parents have all the rights, and if they say no, they aren't getting tested, but if I want

them to, it doesn’t matter, they're still not getting tested. What's funny is you would think

the parents want the best for their children. If their teacher says they see this and want to

approach this, this way, and they don’t, it's like why do some parents not want to do that

for the kids when it will make them better off. (Brennan)

As one can see with parents having the final say in regards to their children, which they should

have, in some cases it can be detrimental to the child. As IDEA solves issues within all American

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public schools, it is not relevant to private schools because the law states that it is for “public

institutions only.” This means that private schools require their own help and resources for their

students while maintaining these guidelines because they are not fully covered under this law

like public schools are. Overall, the Individuals With Disabilities Education Act has done a great

deal of good for our education system. The system will always have flaws, just like every other

system, but this particular law has put the United States on the right track.

Adding on to the previous information regarding issues within the system, having the

opportunity to interview a knowledgeable person with endless amounts of first-hand experiences

within the system, was completely beneficial. The interviewee was previously an in-person

teacher and now is a homeschool teacher. She has had countless amounts of personal

experiences within the system, especially regarding her own two children. Mrs. Katie Kearns

delivered insightful information that pointed out flaws, while exercising somewhat impartial

judgment. One of Mrs. Kearns's opinions is, “I don't think that there's enough support for

students. I think that there should be more but it's all usually money related, which is really sad,

because the ones getting hurt, are the kids” (Kearns). With her hands-on work and personal

experience in the system for a long time, and her having this opinion, there must be some truth in

what she said. Advancing this opinion, one could see the similarity between the interviews and

how they both stated that the “system is set up against the kids and families.” An ideal example

of this is from Mrs. Kearns, “I hate to say that it’s broken, that's really like pessimistic and

negative. But I do actually think that the system is not for the kids…When I go into an IEP

meeting, I go in with my armor on like I am ready to fight, but I am ready to be told no, because

it's almost like the job of your district representative to figure out how to offer as little as

possible” (Kearns). A kid's teacher should not be getting ready to fight in a meeting set up to

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discuss plans to help a child. This interview was a huge eye-opener. Just when the thought of it

being somewhat good and on the right path, it turns out to be the polar opposite. To conclude the

interview, Mrs. Kearns left with a powerful quote that will be remembered. It was how she "feels

frustrated. It's because there just isn't enough, but that's education overall, like there aren't

enough good people doing what they need to do, you know? So the horrible part is the people

who suffer are kids. That's who gets the shaft is the kids who just needed help” (Kearns). No

matter what goes on within the education system, the people affected are the children and it

comes at the cost of their education. Unfortunately, this does not only take place in the

classroom, it also possibly stems from their home environment. This is all dependent on what

kind of support they receive from their parents or guardian and whether or not they find truth in

the system or if they are in total denial. Again, sadly, the children are the ones that suffer.

A great book that informs and explains information regarding learning differences and

how families cope with everything is A Mind At A Time by Mel Levine. Levine explains crucial

information that helps show what every family goes through and how they can overcome it. He

analyzes everything and finds a why and a solution that can improve children and their

education. Levine offers a great point on putting people into categories and boxes. He states, “I

worry when we try to make every little cluster of traits into a syndrome, ignoring the toxic

stigmatizing effects of being so designated, which can last a lifetime” (Levine 83). Here one can

see that placing people in boxes, especially when it comes to their education, is not the best thing

for them, as it could potentially cause them to view themselves as different, outcasts. As children

get older, the rude and negative comments from their peers are detrimental, and having that

stigma on them will likely break their spirit. He further explains how lengthy observation of

children where adults may suspect something is wrong, is better for the child than directly testing

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and giving an immediate diagnosis. Furthermore, Levine states, “It is vitally important that

teachers and parents identify students who are slow processors and not consider them abnormal

or deviant persons” (Levine 86). As said before, flagging students and placing them in boxes

they will be in for the rest of their childhood is not the wisest thing to do. He emphasizes how

parental involvement with the child and their relationship with the school is essential. For

example, if a student is heavily disabled and requires much attention, it will be better to be

connected with the school and build a good relationship. This ensures that everyone is on the

same page. Lastly, Levine believes all kid's actions reflect the parents' input on their previous

actions. In other words, “When a child can’t seem to control his behavior, there is a very real

possibility that some of his attention controls may not be functioning as they should. That is to

say, he is not evil, not a bad boy; he just needs to gain control. If you call someone bad long

enough, he is apt to turn bad” (Levine 94). The stigma a child receives from an adult can

harmfully affect them and how they think for the rest of their lives. Different outcomes may

result if a new approach is taken on this issue. Thankfully, with all of this information and

research coming to light, today's schools and classrooms are better equipped for students with

learning disabilities.

The atmosphere of today's classroom in our nation has substantially changed from the

past. The Individuals with Disabilities Education Act and many other vital events severely

helped with this. Both public and private schools are in a much better standing than they were

fifty years ago. Now it is required that, “School districts must ensure that consideration has been

given to the full range of supplementary aids and services that could be provided to the student in

the regular educational environment to accommodate the unique needs of the disabled student”

(Heumann, et al). By law now in the United States, every public institution must have

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accommodations for their students that they may need. There is absolutely no reason for schools

to discriminate, turn kids away, or treat kids with learning differences differently than other

students as they now get funding from the government to sufficiently staff their personnel. For

example:

Under IDEA, lack of adequate personnel or resources does not relieve school districts of

their obligations to make a free, appropriate public education available to each disabled

student in the least restrictive educational setting in which his or her IEP can be

implemented. However, placement in a particular regular class based on the qualifications

of a particular teacher is permissible.(Heumann, et al)

Now that public schools are handled and can adequately care for their students that need extra

support, it does not mean they always do. Previously referenced by Ms. Kearns that just because

they have all the resources to help does not mean they will because it is all about money. It gets

dicey when it comes to private schools and their access to support for their students. The U.S.

News stated, “If a family chooses to place their child in a private school for learning disabilities,

they may not have the same legal protections they receive in a public school. Public schools are

required by law to create an Individualized Education Program, commonly known as an IEP, for

students” (“Exploring Private Schools for Learning Disabilities”). When choosing a private

school for a child, it is good to research the resources available and accommodations they make

because not all of them are the best and have the personnel available on campus. This is why a

504 plan and an IEP are critical for children that struggle with their learning. These new laws add

a better and more understanding place for kids to learn, but it was rough for our country to get to

this point.

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Ultimately, this country's education system has significantly changed over the past

decades. Both public and private schools made significant advancements for the needs of their

students. One driving factor for these changes was a better understanding of kids with

disabilities. Instead of ostracizing the students who could not keep up with other kids, and not

allowing them to stay in the school, there are now resources available for all kids that need extra

support. This is required by law. Another forceful driving factor for the changes in school is new

laws and mandates. For example, the Individuals With Learning Disabilities Education Act and

the Every Student Succeeds Act are vital examples of laws helping children obtain proper

education. These laws ensure that children are included no matter what disability they may have,

which is completely different than it was before. One last large driving change that has happened

is the teachers have become more educated, trained, and better equipped. Years prior, teachers

and administrators had no clue how to deal with the issues they faced at their school. Now, since

it is required that faculty ensure proper training, they know how to handle these situations and

offer their utmost support for every student. All of these points have made for a more aware

school system. It is notable that society cares and speaks up when one sees something wrong

within this system. This is now the norm that current students and future generations will be

taught. Universally, both public and private schools have significantly improved their classrooms

and are prepped to teach the future leaders of America. While it is far from perfect, there has

been tremendous progress in certifying that everyone receives the best quality education.

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Works Cited

“A History of the Individuals with Disabilities Education Act.” Individuals with Disabilities

Education Act, 11 Jan. 2023, https://sites.ed.gov/idea/IDEA-History.

A Parent's Rights under IDEA - Braintrust.

https://braintrusttutors.com/a-parents-rights-under-idea/.

Brennan, Jenni. Personal Interview. 1 March 2023.

Exploring Private Schools for Learning Disabilities - US News & World ...

https://www.usnews.com/education/k12/articles/exploring-private-schools-for-learning-di

sabilities.

Hallahan, Daniel and Martinez, Elizabeth. “Learning Disabilities, Education of Individuals

With.” Encyclopedia of Education, edited by James W. Guthrie, 2nd ed., vol. 4,

Macmillan Reference USA, New York, NY, 2002, pp. 1457–1458. Gale In Context: High

https://link.gale.com/apps/doc/CX3403200369/SUIC?u=wal55317&sid=bookmark-SUIC

&xid=db74e525. Accessed 28 Feb. 2023.

Heumann, Judith E, and Thomas Hehir. “Inclusion and the Individuals with Disabilities

Education Act.” ERIC Review, 1996. SIRS Issues Researcher,

https://explore.proquest.com/sirsissuesresearcher/document/2267911973?accountid=1938

03. Accessed 1 Mar. 2023.

“Idea's Impact.” IDEA's Impact - Theory to Practice | Lehigh University College of Education,

https://ed.lehigh.edu/theory-to-practice/2016/IDEAs-impact#:~:text=Before%20IDEA%2

C%20children%20with%20disabilities,no%20access%20to%20public%20schools.

Kearns, Katie. Personal Interview. 13 March 2023.

Levine, Mel. A Mind at a Time. Brain Books, 2004.8li5 5c

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