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
Is inclusion always good? No. It’s not. That’s why the “I” in IEP stands for individualized. That why the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires schools to have numerous placement and service options. That’s why IDEA requires IEP Teams to base all decisions about children’s programs on their needs, not their special education classification.
Inclusion is often good, but not always. Many children with reading disabilities need instruction that differs dramatically from that offered in general education classes. Even with major changes in curriculum and assignments, many general education classes are inadequate for teaching children with reading disabilities how to read. Read more...
children’s rights, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, Learning Disabilities, learning disability, placement, Reading Disabilities, reading disability, reading problems, reading specialist, research, research on inclusion, special education rights, struggling reader
