DATE: Thursday, August 14, 1997             TAG: 9708140011

SECTION: LOCAL                   PAGE: B10  EDITION: FINAL 

COLUMN: Another View 

TYPE: Opinion 

SOURCE: BY ROBIN HAWKS 

                                            LENGTH:   65 lines

NO ONE-SIZE-FITS ALL IN EDUCATION

The Learning Disabilities Council fully endorses high academic standards for all students. However, The Learning Disabilities Council believes the Standards of Accreditation promulgated by the State Board of Education take a ``one size fits all'' approach to education. Children vary in their educational needs. In particular, children with learning disabilities will be severely disadvantaged if the standards are approved as written.

The standards require a minimum of 75 percent of in-school time be devoted to core academic subjects. Often students with learning disabilities are already excluded from participation in noncore subjects because of the extra time required to accommodate and remediate their disability. This standard will further reduce the opportunity for participation in music, art and other noncore subjects - areas in which many students with learning disabilities may excel. A family may be forced to choose between speech therapy and band. If this standard is approved, it may be necessary that children with learning disabilities be excluded from these important activities. Is the Board of Education prepared to deprive these children the experience of success in noncore areas?

The standards, if approved, increase the requirements for graduation. The course requirements for a regular or advanced diploma will essentially prohibit students with learning disabilities from being vocational completers within four years of high school, especially if they need resource room assistance on an annual basis.

Statistics indicate that 99 percent of students with disabilities enroll in some kind of vocational education during their high school career. Therefore, it seems inevitable that students with learning disabilities will be eliminated from gaining trade-related skills while in high school, especially if they also want to graduate with a regular or advanced high school diploma. Is the Board of Education prepared to make these students choose between a high school diploma and gaining trade-related skills which may propel them successfully into the world of work?

In addition to reading, learning disabilities can severely impact students' success in mathematics. National studies report that few students with disabilities have taken advanced math course work (12 percent). If the standards are approved, the potential for graduation with a regular diploma will be significantly reduced since many of these students will not be able to meet the requirements. Is the Board of Education prepared to say that careers in the arts or vocational trades which may not require advanced math are not worthy of a high school diploma?

Nationally, 40 percent of students with disabilities drop put of high school. Students with learning disabilities represent the highest number of dropouts. The Virginia 1997 Outcome Accountability Project Report states that the number of special education students exiting high school with a regular or advanced diploma has declined over the past six years. Increased graduation requirements will only serve to exacerbate this trend. Is the Board of Education prepared for an increase in the drop-out rates for students with disabilities?

The Learning Disabilities Council, organized 24 years ago, is a coalition of organizations dedicated to providing information and service to those with learning disabilities. We implore the State Board of Education to rethink the Standards of Accreditation, which portend disaster for students with disabilities, particularly those with learning disabilities. We must not let the Standards of Accreditation become barriers to educational success for students with learning disabilities. One size does not fit all. MEMO: Robin Hawks is president of The Learning Disabilities Council.

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