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ERIC Number: EJ725671
Record Type: Journal
Publication Date: 2005-Jun-22
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0731-9487
Response to Tough Teaching: The 2% Solution
Gerber, Michael M.
Learning Disability Quarterly, v28 n3 p189 Sum 2005
Professionals and researchers once suggested that about 6% or 7% of all students had serious emotional disturbance (SED). Congress thought about the cost, and then thought otherwise. As a result, Congress created a 2% solution, and then wrote the law in a way that discouraged identification of students with SED. Schools must obviously also have seen the fiscal wisdom in fewer identifications of such expensive students because they have never identified as many as 2% of all students as SED. This 2% solution pops up repeatedly in special education. Moreover, Secretary of Education Margaret Spellings recently announced some flexibility in federal NCLB policy regarding the disaggregated special education population. Her new initiative would permit schools to evaluate yearly progress for--you guessed it--2% of their scores against alternative standards. The author argues that the debate about 2% solution could be resisted and focus on to more effective professional education and development in support of teaching students whom teachers accurately perceive as difficult to teach.
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; No Child Left Behind Act 2001