SchoolBook, the education blog operated jointly by The New York Times and WNYC radio, published a Beth Fertig post November 10, about the challenges city schools are facing in their quest to including more students with disabilities. Advocates, parents, teachers and administrators are talking more about when it may be appropriate and when it may not.
From the post:
Some academics think anything less than full inclusion adversely affects special ed students for many years, and leads to poor graduation rates. Only 30 percent of New York City’s special education students graduate in four years, less than the national average…
…But city officials say flexibility and principal training are central to their ongoing efforts to revamp special education practices.
“We’re looking at every single kid and we’re saying what could they use to become more successful? What could we give them, what can we provide?” said Deanna Marco, principal of P.S. 295.
