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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."
My sister wouldn't have graduated college without the extra time provided by disability accommodations for dyslexia and dyscalculia. I spent an entire semester of her undergrad with her on video calls (as emotional support, and as someone she could trust would get the right final answer), watching her torturously dragging herself through mandatory remidial physics and algebra classes that have never once been relevant to her professional endeavors, and I had a front-row seat to the frustration and exhaustion induced by learning disabilities on otherwise exceptional people. It takes her minutes to do problems I can do in my head - not because I'm any smarter, but because she literally can't read what the problem is asking without making symbol transposition/translation errors, and has to redo every problem about five times to arbitrate the inevitable failed attempts.
That extra time let her squeak through the remedial courses with a passing grade. Years later, she's now a successful practicing psychiatrist, and I'm confident that several of her needs-based clients would say she has utilized her education for the betterment of society.
I also don't think this had anything to do with our parents pushing parenting duties onto teachers. For all their other flaws, not once did they ever abdicate any parental responsibilities. They pushed for disability accommodations because they wanted my sister to be given a chance to prove herself, and spent years researching and trying different approaches, alongside private tutors and disability specialists, at great personal cost, to help my sister over her hump. And it worked! And if the schools didn't give her extra time on her tests, she would have flunked out of college and it would have all been for naught.
I agree that the disability accommodation system is full of parents making their children someone else's problem, and this is probably the majority of its use now. There's a level-headed argument to be made that the cost to society of exploiting that system is way more than the benefit for the handful of people like my sister. I just want to point out that there are people benefitting from disability accommodations in a way that doesn't encourage learned helplessness later in life.
I have a general concern about people who "literally can't read what the problem is asking without making symbol transposition/translation errors" doing work that requires understanding complex medical literature and prescribing minute quantities of similarly named drugs where there's no check on their work (other than the dispensing pharmacist perhaps noticing something looks weird). I feel for your sister's difficulty in school and I'm glad she's been successful, but it makes me wonder if it is wise for us to provide these accommodations for academic testing when the job is going to require those skills to function at a certain level, and the only thing anyone has to go by for hiring is the credential.
(This generalizes to a lot of other problems with credentialing and affirmative action and so forth, but the subject of your post brought it into sharp relief for me.)
Yes, the whole theoretical point of academic tests is to be an objective measure of the capacity of students. Because when you go out and get a real job, you have to actually be able to do that job. If these remedial courses aren't necessary for being a psychiatrist, then there should be a path to becoming a practicing psychiatrist that doesn't require them. If they ARE necessary, then lightening the requirements because, gosh, you can't satisfy the requirements but really want to graduate ends up causing harm later on in life.
I mean, these classes are far from the only example of things you don’t need. We make doctors get bachelors degrees that require literature and history classes for essentially class reasons.
I do always think of the local-ish story of the Native American law student forced to take math classes at ASU. Now, sure, depending on the specific field of law, math may actually prove to be a useful skill to have, but I could probably imagine some areas of law where it's not really necessary.
Hard to properly and believably inflate your billable hours when you can't do math.
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Other peer countries (culturally and economically) don’t, though, it’s solely a peculiarity of the American college system.
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