The Conundrum of Special Education

By: Paige Adams

        “Twenty-five,” the student yelled out.  “That is correct Darryl,” said the teacher. “Next time don’t forget to raise your hand and wait to be called upon.”  A minute later, “One and three fourths,” he called out as the teacher moved on to the next math problem, disregarding her warning.  “Three fifths, forty-one, two and one half,” he called out in succession.  Darryl perfectly answered all the equations on the board before the teacher could properly maneuver between them.  Her annoyance showed in her speech and body language.

“You have been told repeatedly not to do that,” she scolded Darryl.  “I will write you up and your gym and lunch time will be restricted.”  Addressing the entire class, “I am writing another set of problems on the board.  You are to solve them on your own and we will review them together when you are done.  Then she punctuated, “Please remember the rules of this classroom or suffer the consequences.”

         This was the routine for Ms. McAllister’s (fake name), sixth grade class.  She was the student-teacher in charge of the class while the primary teacher was absent. She was to be observed later that day to get final approval for graduation. I was standing in for the primary teacher as a substitute. Unlike most substitutes, I had teaching experience, a master’s degree in education and a teacher’s license. This is important to note because in many states, it is not a requirement for substitutes to have a college degree or teaching experience.  In fact, some states only require you to be eighteen years of age and have a high school diploma. I was specifically called in to assist Ms. McAllister with her lesson planning and classroom management, which she struggled.

There were fifteen special education students in the class and the degree of learning challenges varied greatly.  Where most students were highly functioning, a few could use a little extra attention.  Darryl, not only stood out intellectually, but was clearly older than the other students. Here was a child who sat quietly at his desk and performed all the required work to satisfaction. His only issue was calling out the answers impatiently because he was bored.  He was also the only child who had a mandated paraprofessional (para), accompany him to every class.  A paraprofessional is trained to assist students with special needs. They can be assigned to one child or assist a group of children in a class. When I inquired why Darryl needed a para, I was told he had anger problems.  This made me want to know more.

          While class was in session and Darryl was quickly hammering out the equations, I quietly walked over to him.  I gently touched his shoulder to get his attention.  Then I kneeled beside his desk to speak at eye level.  After complimenting him on how well he does his work I asked a series of questions.  How is it that you manage to finish your work so quickly? Why are you in this class?  Do your parents know that you are in this class?  Would you like to change classes? Why do you have a para? 

Darryl responded to each question without hesitation or agitation.  “I learned this work two years ago, it’s easy.  They say I have anger issues, so they placed me in this class.  I don’t have any parents, (he was in foster care).  I am supposed to be in the eighth grade, but they won’t allow me because of my anger problems (repeating what was told to him).  The para is supposed to keep me calm when I get mad.”

          Hearing all of this, I became furious. Here was another black boy tossed away like trash because he had no one to advocate on his behalf. Not even his para saw the problem.  Whether or not this young man did have anger issues that required isolation was questionable. The boy never flinched at me or reared up in anger the entire class. What needed to be addressed was why he was taken out of his proper grade and dropped into a class that was two years behind. When I asked the para why Darryl was not in his right grade, she gave the same rote response, “He has anger problems,” but never described what type of anger problems. Not once did anybody rationalize that if he had a para in the sixth grade, he could have one in the eighth grade too.

          Since I was there to advise this young teacher, I told her to create classwork separately for Darryl that was on his level.  This would keep him busy and prevent interruptions. Then she showed me thirty-year-old teaching aides given to her by the primary teacher.  The student teacher was only twenty-two years old. This gave me more insight as to why the student-teacher was struggling. I helped her adjust the lesson and made it relevant to the students. Once the children were actively engaged, the behavioral problems diminished. 

          When the students went to lunch, I made a beeline to the Assistant Principal’s (AP) office.  After pleading my case on Darryl’s behalf, the AP appeared to be concerned.  He said that not much could be done immediately and that he would investigate.  I stated my case, but there was nothing more I could do for this young man from my position. This was a one-day assignment and I fulfilled it.

          We must re-examine the goal of special education if it is to function properly.  Is it a means to provide every child with a standard education regardless of learning differences, or is it a babysitting warehouse?  We, (teachers, administrators, parents, students, and community), must collectively sit at the drawing board and re-write the blueprint for what special education means in the twenty first century. This way we can meet the needs of all students.