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Last Updated: 03/18/2005
The Rockbridge Report is produced
under the supervision of the Dept. of Journalism and Mass Communications
at Washington and Lee University.
Reporting supervisors: Prof. Doug Cumming
Technical supervisor: |
Special education in
Rockbridge County
By Leah Kershaw March 18, 2005 While a school system in Maryland faces a Supreme Court battle over the quality of its special education program, parents of special education students in Rockbridge County are pleased with the services that start for children as young as two. Rockbridge County’s special education program currently serves 411 children ranging in age from two to 22. These children make up 13 percent of students in Rockbridge County schools. In 2002-2003, the school system spent $8,670 per child for students in special education programs and $6,914 for all other students at the elementary school level. The special education curriculum offers programs for a variety of needs. “There are so many categories of special education needs because there are so many different things that can affect a child’s academic performance,” said Betsy Woody, a special education teacher at Central Elementary. The program serves students with learning disabilities, such as dyslexia, and students who are “severe and profound” in their mental retardation. There are 89 students with learning disabilities that are in the program. Special education programs are also offered to students with physical disabilities that impair their ability to learn. Described as “other health impaired,” these students suffer from disabilities such as muscular dystrophy and cerebral palsy. Currently, 86 children are defined as other health impaired. Twila Brown, the director of special education for Rockbridge County, said that the goal of special education is to provide children with ways to be self-sufficient in the standard academic classroom. “A lot of people think that special education is the only answer for children with learning and developmental delays, in reality, it should be the last answer,” she said. Brown said that with additional instruction, it is possible for students who initially qualify for special education programs to “grow out” of the program. Lisa Loreti’s youngest daughter Katie, 11, is one of the 86 other health impaired children who receives is in the special education program. Katie, who has Williams Syndrome, is in fourth grade at Effinger Elementary. Katie has received special education services since she was a toddler. Loreti said that she is pleased with the services that her daughter has received. “I don’t think she would be as far as she is now if they didn’t have the special education program the way it is now,” said Loreti. She said that Katie has made progress every year at Effinger. Her education will help her learn life skills. “I don’t know what she and can and can’t do until I challenge her,” said Loreti. According to the Williams Syndrome Association, Katie’s disease, which causes her to have numerous physical delays and learning disabilities, is a “rare genetic condition.” Katie, who is academically three years behind her classmates, has learned to walk, ride a bike and tie her shoes with help from her parents and teachers. Loreti said that Katie, who has a short attention span, will never drive or live on her own. Loreti said that she has worked closely with Katie’s teachers to develop lesson plans and determine academic goals. Currently, they are trying to teach Katie how to read. She said that both teachers and administrators have been responsive to her concerns and are willing to try her suggestions. In addition to helping students like Katie, the school system also serves students who have other academic needs that are identified after they start school. Janet Foresman, the special education instructor at Effinger Elementary, said that learning delays start to become apparent in the first and second grades when students are not keeping up with their classmates. “Kids can only cover up their disabilities for so long, eventually the work just gets too hard,” she said. The process of identifying a child for special education begins with preliminary observations of the student in the classroom or a referral from a doctor, parent or teacher. The process then moves to a child study meeting where parents, teachers and administrators must agree that a child qualifies for a full evaluation of special educational needs. During this 90 day period the student takes educational tests, meets with the school psychologist and visiting teachers work with the student’s parents to determine eligibility. It is possible that after all of the testing, a child will be found ineligible. To date, 38 students have been evaluated this year. Foresman said that members of the faculty still try to help the child even if he or she is determined to be ineligible for formal services. As for Katie, Loreti said that she is taking her daughter’s progress “day by day, week by week, year by year.” |