Education Choices: Like an Iceberg the Challenges Lie Beneath the Surface

Family Scenarios

MAC

Mac is male student and the younger of two boys living with their divorced mother. The mom is employed full-time as an administrative clerical worker in a city office. There is no father in the home or in the lives of the children. Mac is a kindergarten student and is considered to be making good progress. However, he struggles with social relationships and has been corrected a number of times for fighting on the playground. Mom has been to the school to address these issues and has a good working relationship with the teacher. Mac's mom reports that in same age group interactions outside of school Mac demonstrates great social relationships and even accepts leadership responsibilities. Mom is somewhat concerned that Mac and his older brother are not developing good social interactions with children at the school and has asked for help in addressing this concern.

AMBER

Amber is a female third grader, has an older sister, with two guardians at home. Amber is an exuberant student with a strong individual voice and sense of purpose in learning. She is academically advanced compared to her classmates and gets frustrated that she is unable to move ahead in her learning. The teacher often utilizes Amber's leadership skills and advanced academic skills in helping other students in the classroom. Her guardians believe that Amber is not advancing in her own learning and is being held back by the "class" mentality of the teacher. Amber's guardians believe the teacher is unable to differentiate instruction in a way that allows for individual projects and accelerated learning. The teacher and guardians have discussed Amber's learning needs and have not reached an agreement that meets everyone's needs.

STEVE

Steve, a male fourth grader, is the older brother of two children. Steve is an average student and likes to be a part of the group in the classroom. He is capable of greater work and often exhibits very deep thinking at home. His parents report that he investigates "big questions" of how thing work and often does research to find answers on his own. The parents encourage Steve to take ownership of his work at school and have allowed him to decide when and how to complete his spelling homework and preparation for the test. During the last grading period Steve's spelling grade went from an A to B because of his choices for studying. The teacher expresses concerns that he can perform at a higher level and Mom and Dad respond that it is important for Steve to "own his choices". The parents do have consequences for grades falling below a C and Steve seems to be aware of the consequences. Steve is very aggressive regarding his learning outside of the classroom, but wants to be just okay at school. The teacher believes that the parents must require more of Steve and encourages them to rethink their position. Steve's parents believe that the parents should make decisions based on what the family believes is best for the individual child. Another issue that has developed involves Steve's desire to talk with his friends about spiritual questions. The parents believe this should be allowed since it is a part of his desire to know the answers to "bigger questions". The teacher has indicated that Steve is not allowed to ask these questions or talk about spiritual issues in school.

HEIDI

Heidi is a female third grade student and a middle child in a family of four. At the request of Heidi's mother, Heidi has just completed the review process by the special education committee of the school. The Multidisciplinary Evaluation Team (MET) reviewed evaluations and recommended in their report that Heidi does not qualify for special education because she is not learning disabled. This report has been provided to Heidi's mother and the classroom teacher. Heidi's family includes a step-father and three siblings. Heidi's teacher has been telling Heidi's mom that Heidi is learning disabled and needs help. Heidi's mom believes that Heidi is just shy and somewhat intimidated by a very accomplished older sister. The recommendation from the MET indicates that Heidi does not have learning disabilities, but is of average or above ability. The teacher continues to assert that Heidi can't do the work and needs additional drills and compensatory work. Heidi often is unhappy at school and believes the teacher doesn't like her and won't let her do the work like the other children. Heidi's parents are frustrated that the teachers at this school categorize children and refuse to consider additional information beyond the teachers' perspective and uses the example of the MET recommendation to validate this perspective. The teacher makes demands of the parents to "teach" Heidi in prescribed ways at home which interrupts the family's home life and carries the "disabled" stigma into the home and family relationships.