I have been really concerned about our congressional leaders talking about driving compliance in our schools by testing our children with developmental disabilities MORE.

Why can’t we review IEPs instead—confirming that the child is included in regular education classes, and proper modifications and accommodations are being provided? I can’t imagine it costing more that testing does.

 It’s pretty well known that many of our children don’t test well, and while they may know the information, finding out if they know it by a test is cruel and unusual punishment for the child, teacher and the parents, who see one more failure—and it’s not their child failing, it’s the system…all the way to the top. Achieving an IEP Goal is a much more reliable indicator they are making progress.

Nancy Bailey nails it in her article, “The Real Meaning Behind the Duncan/Huffman Tough Special Ed Compliance Talk.”


And Again with another article, “Common Core State Standards Don’t Rhyme with Individual Educational Plans.”


She makes a great point that Common Core isn’t individualized—it’s one goal for all.

I am planning on going to DC This fall and talking with our fearless leaders about how far off base they are, and would love to have your input on last year’s school experience on my survey:

Inclusive Education Access Survey.  If your child was not included in regular education, I would like your responses too. The survey takes two minutes, is only 10 questions and I need at least 1,000 responses. Please share with all your friends.


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