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Essay / Research Paper Abstract
A 5 page paper presenting an article decrying overrepresentation of learning-disabled students in the public education system, followed by analysis of some of the arguments made in the article. The paper concludes that at some point in the educational reform now underway in much of the country, educators and administrators need to find and claim some middle ground that avoids the learning-disabled label wherever possible. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduSpecEdEth.rtf
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Unformatted sample text from the term paper:
the earliest days of standardized IQ tests given to Americas schoolchildren, it has been white students who have returned the highest scores. For a generation, educators believed that these
children simply were better learners, more intelligent or perhaps simply had greater opportunity. In the past twenty years, it has become obvious that many of these tests measure cultural
and linguistic differences more than differences in intelligence. When any learning disability is added to the scene, disparity becomes even greater. Much
of the research of recent years has been trained on overcoming these cultural and linguistic differences while also "teaching around" any learning disabilities that may be present. Though it
appears that labeling learning-disabled students is an efficient means of ensuring that their needs are met, an ethical issue also exists. The Article and Author
Lisa Snells "Special education confidential: how schools use the learning disability label to cover up their failures" appears in the issue of Reason, the publication of
the Reason Public Policy Institute. The author is the director of Institutes education program, and so is well-credentialed to discuss the points she raises and discusses in her article.
Snell uses her kindergarten-age nephew, Clayton, as her example of the failure of the public education system to meet the needs of students.
Clayton and his mother worked diligently to improve his reading skills, but Clayton simply could not remember the sounds of letters of the alphabet. He had learned, along
with the rest of his class, the names (i.e., ay, bee, see) of the letters of the alphabet well in advance of learning what kinds of sounds they represent in
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