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There's a fair bit of talk both in person and in the news about downsizing the Department of Education, possibly moving student loan servicing to another department, and federal requirements around students with special accommodations.
I'm interested if anything will happen with the (massive! extremely expensive!) special education edifice.
Some articles from the past couple days:
I've been personally hearing a lot more (hushed, furtive) negative talk among teachers about IEPs and small groups (children who aren't able to be in a regular classroom due to their conditions) lately, though that could just be my own work environment. Like many controversial things, there are usually a few children who are essentially black holes in the context of large systems, such that while most children will need and be given, say, 1/10 of an adult's attention (and learn the material), two or three will end up with five full adult's attention (and it's entirely unclear whether or if they're learning anything). There are some children in the middle, who may need the attention of one adult, but will then clearly learn things and become productive members of society, and they are generally not talked about negatively, even though it's rather expensive. It might still be less expensive in the long run, anyway.
I have mixed feelings about it. Kids with various conditions should have as good a life as reasonably possible. Their parents and siblings shouldn't necessarily be expected to stop everything to support them full time for the rest of their lives. But at what cost? It's not reasonable to deprive their classmates, who might have a condition but be able to learn curricular things of an education. It's not reasonable to spend hundreds of thousands of dollars a year on interventions to obtain a tiny improvement in the utility of one person.
Apropos Zvi's recent post on education, it's probably not even reasonable to keep dragging a child who's clearly miserable with an enormous school and is trying to run away most days through a daily cycle of "transitions" the they hate every 40 minutes or so (sometimes every five or ten, in the classrooms that use "rotations" with bells and special behaviorist noises).
Perhaps nothing will come of it. Should the edifice change? in what way?
I had a friend who used to be a teacher. He was all in on virtually every neoliberal shibboleth of teaching. Against school choice because it took resources away from public schools. Always making snide comments about what will happen to special needs kids if schools got fully privatized.
Naturally, his sons all have some non-specific emotional/behavioral problems that lets him game the system for them to have personalized education plans and extra resources. He's always been good at gaming the system like that.
We're currently struggling with some shitty behavior our daughter is tracking home from school. My wife is adamant that it's something the school should be "fixing", and I keep asserting it's not their job. It's our job. So our daughter is currently grounded.
I donno man. I guess there is some theoretical intellectually in tact individual that needs extra resources either because of a physical disability or idiosyncratic mental problem (like dyslexia) that if gotten over the hump of not being able to help themselves, can go on to utilize their education for the betterment of society. Personally, I've never seen one. I mostly only see parents pushing their parenting duties onto teachers through fake special needs, or fake special needs students becoming fake special needs employees, expecting all the same accommodations around their emotional needs and learned helplessness.
I do expect lots of malicious compliance around this though. Totally normal shit like just wanting to have a conversation with a teacher about how to help your child in an area they are struggling with becomes "Sorry, Trump said I'm not allowed to."
This is the way. It's absolutely asinine to me that so many parents think it's the schools' job to raise their kids for them. But you're 100% correct, it's your job not theirs. Even the teachers hate it - my wife's family has several teachers in it, and they complain about how students' parents act as though they are supposed to be fixing kids' behavioral issues. They would rather just dump it off on the school rather than, you know, being a parent.
Surely it's both? The schools have control over the children 8h a day, time during which they interact with their peers. This is very likely the most important part of the day for socialisation and a part that the parents can't really influence much.
Of course the parents play an important role but so does the school. It's a collective responsibility.
No, when you're a parent the buck stops with you. The school can be your ally in raising your kids, but they are not the responsible party.
There are multiple responsible parties. The parents are the primary responsible party but the school is another.
I disagree. The parents are the only responsible party when it comes to raising the kid. The school is responsible for education, but they don't bear responsibility if the kid turns out to be a drug dealer or something.
To some degree this is cultural, and the vehemence here on both sides can be attributed to cultural assumptions.
In Japan the school is very much (I was going to put a percent on it but that would be pushing it) charged with raising the children. If you see a kid out in the world pulling some jackass stunt, the question "What is your school and who is your home teacher?" is enough to chill their veins. You don't ask "Who's your dad?"
Enculturation in the Japanese sense cannot occur outside the context of the group, so it is within the group (i.e. the school group[s]) that this process occurs, year by year, from a very very young age.
To some degree this is how one can understand the term "bullying" in Japan. There are of course exceptions, but bullying here is largely when you have a kid who for whatever reason just doesn't toe the line after years of having the rules dinned into his or her brain. (There could of course be all sorts of reasons for this.) So you have an entire class, not just one punk, turning against a student. Bullying here is not one monster terrorizing a class, but a class "terrorizing" one individual.
Teachers here, in particular in primary and secondary education, for the most part (of course I am writing generally) take the job of raising the children (子どもを育てる) as an explicit part of their jobs. In the cases of troubled students (think fighting in school, but also just basic withdrawal) meetings are held, and there is a great deal of discussion and handwringing, often in absurd ways and resulting in very odd strategies. If a kid makes up his or her mind to just rebel, schools will eventually go through with expulsion. And compulsory education only lasts through age 15, or the first year or so of high school.
I've probably overwritten this. I am aware it's different in the US, where people have specific ideas of parenting, self-expression, individuality, and personal choice.
It seems relevant that in the UK you have different classes for each subject whereas AFAIK in Japan you’re with the same group all day every day.
I think, anyway, my memories of school are faded.
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School might not be directly liable for long term consequences like someone eventually becoming a drug dealer but they are legally responsible and liable for most of what happens in school, extending far beyond just education.
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