The Big Unanswered Questions
1. Why is my child having problems?
2. What can be done about it?
These are the two questions asked often by parents of a student who is having academic or social/behavioral problems.
Unfortunately, the process for answering these questions is flawed and parents receive pseudo answers. It is assumed that the answer to the "Why" question relates to the student while the answer to the "What" question relates to the school. The reverse is the appropriate way to formulate responses to these questions.
When 'mainstream options' are exhausted, teachers or parents make a referral for a special service assessment. Norm referenced tests are administered, usually including an intelligence test, and academic battery and other selected tests. This assessment will not answer either of the two important questions mentioned above. Norm referenced tests are used to determine eligibility for special assistance. If eligible, then the school district captures state and federal money. The assessment determines the eligibility for capturing money but does not identify why a child is having a problem or what can be done about it.
Parents want the answers to these important questions and the school wants to provide the answers. Usually, pseudo answers are received. The pseudo answer to the first question (Why is my child having problems?) may be, "Your child has a learning disability". If so, the pseudo answer to the second question (What can be done about it?) would be, "He is going to receive special education assistance". Remember, the answer to the first question should relate to the school and the answer to the second question should relate to the child. The pseudo answers are reversed.
The answer for the 'why question should relate to the school. The school's personnel should consider what they are doing as educators to perpetuate the problem. Placing a label on a child while it generates funds for a district, implies that the problem lies within the child. School personnel seldom consider how they are perpetuating the problem because the staff members believe they are using the "best" curriculum and instructional strategies available for students. This fosters the myth, "There is one approach or curriculum that is best for students." (see myths)
Why don't schools look within to answer the big 'why' question? After all, there are many more educational interventions available within the school than within the child. I believe the pseudo answer is being driven by curriculum and instruction. Rhetoric from schools indicates they believe in the unique needs of each learner. Without considering this incongruity, schools then adopt and endorse a particular curriculum and train staff on specific instructional strategies. When one believes their approach and curriculum is the "best", then if a student is having difficult, it implies the problems lies within the student. This reasoning results in the pseudo answer to the 'why' question. The true answer to the 'why' question is: "Your child is having difficulty because, as educators, we have not been able to identify the interventions that will make him a successful learner".
When answering the 'what' question schools look to themselves and not the student. Looking to themselves generates the pseudo answer, "Your child will receive extra help with a modified or different curriculum", which is again driven by curriculum and instruction. It is assumed that by making an instruction change, more one-on-one assistance, and placing the student into a modified or different curriculum the student's performance will improve. A pre-packaged technique or approach is not the answer to the 'what' question. Remember, the answer to the 'what' question comes from the child. The true answer to the 'what' question is: "We will closely monitor your child's learning each day making curricular, instructional and reinforcement modifications that are guided by your child's learning." This answer to the 'what question comes from the student not from some predetermined instruction or curriculum modification used by the school. Only this approach truly demonstrates a belief in the unique needs of each learner.
The unique needs of each learner is an important concept for all students. The failure of schools to address the big 'Why' and 'What' questions for students experiencing difficulty is replayed with students not visibly experiencing problems. When the rhetoric about believing in the unique needs of each learner is followed by actions demonstrating that belief, then children simply become children. The need for labeling and placing students into special categories has nothing to do with practicing the belief that all students have unique, individual needs.
My Learning Partners was born from the desire and goal to make instruction and curriculum fit each student. Having a strong family structure is of enormous importance. Having a system that truly individualizes and self paces learning is also of enormous importance Students fortunate enough to have both typically thrive. While we have no control over family structure we aim to provide truly individualized and self paced learning. We believe My Learning Partners to be one of the few good models demonstrating a method for achieving this elusive goal.