Special needs
By Joseph Lohan
Baytown Sun, July 07, 2004

A recent state report reveals yet another problem with standardized testing in Texas public schools.

The Texas Education Agency released a list of school districts that disproportionately keep youngsters with learning disabilities out of regular classrooms. Research shows this lack of mainstreaming impedes their progress. Some believe school officials segregate special-needs students to keep them from bringing down a district's standardized test scores.

Although no district admits to this practice and the state education agency hasn't accused districts of such manipulation, it's easy to believe the temptation exists.

We've often said that the emphasis on TAKS scores turns teachers into test coaches, interrupts regular curriculum and hinders a well-rounded education. It's obvious, too, that the pressure on school administrators and teachers to improve scores can misplace priorities, maybe even to the point of preventing some special-needs students from getting the education they need.

Special-needs students, those with mental or physical deficiencies that inhibit traditional classroom learning, often are separated from their peers and placed in special education classrooms for more individual attention. On the surface, that sounds fine, but recent studies have shown that many youngsters with learning disabilities fare better in regular classrooms where they learn from and are challenged by peers without disabilities.

Public education's goal in Texas is to mainstream these students as often as possible. Making the TEA's deficiency list isn't a proud accomplishment.

Unfortunately, Goose Creek is among the 90 school districts on that list for keeping too many learning-disabled students separated. Goose Creek hasn't been up to par for a long time, making the list every year since the state began keeping track in 1995.

That said, Goose Creek appears to be on the right track to integrating special-needs students into regular classes. A program to train regular- and special-education instructors to teach together in a classroom is two-thirds complete. With the process scheduled to finish next year, Goose Creek officials hope the district soon will be off the list.

Special-needs students need extra attention from teachers who understand them and know how to maximize their potential.

The district also should heed the warnings of advocates for the learning disabled who say that some special-education students need more attention than can be provided in integrated classrooms. Individual consideration is the key to every student reaching his or her potential.

The best education for every child, not improving test results, should be the motivation for every decision made by district officials.

Today's editorial was written by Joseph Lohan, city editor of The Baytown Sun, on behalf of the newspaper's editorial board.

Copyright © 2004 The Baytown Sun. All rights reserved.