Some stu­dents can be dis­rup­tive

Times Colonist - - Comment -

Re: “Kids with spe­cial needs strug­gle for ed­u­ca­tion — and fam­i­lies suf­fer,” June 10. As a re­tired B.C. teacher, I be­lieve there is a lot of un­re­al­ity sur­round­ing the is­sue of spe­cial-needs chil­dren and what schools and teach­ers can of­fer them.

For ex­am­ple, it is far eas­ier to teach and con­trol a group of 40 nor­mal chil­dren than a class of five spe­cial-needs chil­dren. Why? Be­cause each spe­cial-needs child re­quires one per­son to mon­i­tor and con­trol their be­hav­iour. A spe­cial­needs child in a nor­mal class­room is dis­rup­tive be­cause they can­not con­trol their own be­hav­iour or fol­low the di­rec­tion of a teacher.

It is all very well for the Supreme Court of Canada to say all chil­dren have the right to ac­quire skills and knowl­edge needed to con­trib­ute to so­ci­ety, but not all chil­dren are ca­pa­ble of that. Spe­cial-needs chil­dren do not have the ca­pac­ity to do that. All the schools can of­fer them is babysit­ting, and each one’s be­hav­iour re­quires nearly the full at­ten­tion of a teacher or aide. They are men­tally in­ca­pable of ac­quir­ing those skills and knowl­edge.

They are dis­rup­tive for a nor­mal class­room, which is un­fair to the other stu­dents. The best that can be of­fered them is their own class­room, up to eight stu­dents if a spe­cial-needs teacher and aide are pro­vided, to help them achieve and en­joy what­ever skills they are ca­pa­ble of han­dling.

Un­til school districts are pro­vided the funds for this, it is nat­u­ral that their at­ten­dance at school would be sac­ri­ficed for the greater good. William Tate Vic­to­ria

Newspapers in English

Newspapers from Canada

© PressReader. All rights reserved.