Letters to the Editor

‘Special’ welcome wanted

Feb 28, 2008 1:32 PM

To the Editor:

When I first entered the New York City public school system, special-needs children — whether they were mentally or physically challenged, learning-disabled or speech-impaired — were always welcomed into schools by the administration. But I believe we are seeing a trend where administrations are not so willing to welcome the special-needs student into their schools.

The reason can be summed up in two words: test scores. Given the present climate and the emphasis on standardized test scores, what administrators would welcome more self-contained and/or collaborative-team-teaching classes into their schools? It is a fact that most often special education students — who are tested according to their chronological age, not their functional level — tend to score low on standardized tests, thus bringing down the overall average of the school. Their growth, if any, from year to year is minimal. They are “special education” which seems to be forgotten when it comes to standardized tests.

Where will our special-needs children be educated? Principals may not get their bonuses if they have too many students who do not fare well on tests and this, I am sorry to say, appears to be a consideration of some administrators.

Fair and equitable? I think not.

Randi Portnoy, PS 229, Queens