From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Many teachers, school administrators, and parents of children in special education are confused about the meaning of “Least Restrictive Environment” (LRE). Often, they erroneously define it as placement in a general education class. Not surprisingly, confusion about the definition can inflame disputes between parents and schools, resulting in costly and emotionally exhausting due process hearings. Adding to the likelihood of disputes is the failure of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and its predecessors to adequately define LRE. Perhaps this is inevitable as LRE cannot be applied by classification or disability or IQ; it must be applied in an individualistic and personalized manner that focuses solely on the child. Read more...
Dyslexia, dyslexic, dyslexics, IEP, Individualized Education Program, Learning Disabilities, learning disability, least restrictive environment, LRE, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
No matter what laws, court rulings, or research studies say, inclusion is in danger of collapsing or becoming a hollow, ineffective, and perhaps harmful option for placing and educating children with disabilities. This is due, in part, to budget cuts and the corrosive effects of public policy on teachers.
First, we’ll list some of the more critical factors needed for inclusion to work. Then we’ll discuss how public policy is undermining them. Finally, we’ll suggest what you can do to support meaningful inclusion. Read more...
Dyslexia, dyslexic, dyslexics, IDEA, IDEIA, inclusion, Individuals with Disabilities Education Improvement Act, intervention, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, teacher, teachers
On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:
I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes. Read more...
Dyslexia, dyslexic, dyslexics, fluency, inclusion, instruction, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Monitoring, placement, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
