"If That"

Good News! Buddy Boy has decided that he likes the clarinet, and wants to play in the school band. For 5th grade music, students have a choice of either taking a "normal" music class, or participating in the band. Buddy Boy chose the band. He wanted to do this when school started, and he wants to do this now.

Bad News! We came home to find this letter:

"Buddy Boy" is not finding much success in band. He is able to play alone when we do solos, but when the whole group plays, he is not able to focus on what we are doing and participate. He is often taking apart and putting together his clarinet. When he does play with the group, he is overblowing and squeaking quite often. He is probably trying to play louder so he can hear himself, but this causes him to have a poor tone and squeak. "Buddy Boy's" behavior during class has improved and having "Mr. Jones" with him has been helpful.

Our interactions with Buddy Boy's present school have been pretty straightforward, with only a few bumps in the road. Most of the time, his teachers have liked him (the most important thing you can look for, IMO), and have approached any problems with an attitude of wanting to find a successful solution for him.

I suspected band was going to be a problem. The band teacher is a district wide teacher. Not only is she the teacher for the grammar school (up through 5th grade), but also for the middle school and high school. So we're stuck with her for the duration. 5th grade band is (as I stated above) offered as an alternative class for music, not as an elective after school activity. Students attend during regular class hours. When he expressed his wish to join the band, Liz took him to the band leader, to see what she recommended as an instrument. She looked dubiously at him, and stated something to the effect of "I think he'll be able to possibly play the clarinet, if that". We were hoping that Buddy Boy's determination and charm would slowly win her over, but that appears not to be happening.

About four weeks in we got a call that Buddy Boy's behavior was unacceptable. Liz asked if the leader had discussed this with his regular or special ed teacher (she had not). I think she expected us to say "Oh, well, we'll just withdraw him from band." As he really likes it, we're not going to do that. Like most kids on the spectrum, he takes a while to "get" new situations. With a little guidance (and yes, some forbearance on the part of others) he eventually settles in, and does reasonably well. After that conversation, "Mr. Jones" was added as an aide during the class, to help him not be disruptive. No mention ever has been made regarding Buddy Boy's ability to play.

For our part, we took him for some private lessons over the summer, knowing he wanted to play. He didn't learn much music, but started to get a grip on some of the basics (how to put it together, where to put his fingers, how to play scales). We thought he was doing OK. I'm sure he's not the star of the band. But he practices 3-4 times a week, and seems to do reasonably well (he can play several of the songs sent home with him). When I work with him, in addition to having him play at his own pace, I either count or hum, to simulate the rest of the group playing, and get him accustomed to playing on a group rhythm. Most of the other kids have not played before, so it's not like the rest of the group is filled with virtuosos. We can't take him for private lessons during the year. He has about an hour after school where he will pay attention, and that time is used every day by Liz keeping him current with homework and stuff he didn't finish in school. Saturday mornings he takes part in the only regular physical activity that he'll still do, ice skating lessons. We don't want to discontinue that.

In the US, we have laws like the ADA (Americans with Disabilities Act) and IDEA (Individuals with Disabilities Education Act) which theoretically ensure that each individual will be treated fairly, and not discriminated against. But the law is one thing, and attitudes another. And when individuals decide that they don't like your kid, and don't want to "deal" with him, then it's an uphill battle. Many studies have shown that teacher's preconceived notions of a child's intelligence determine whether that child will be successful in their classroom. And it just appears to me that this particular teacher decided up front that our kid just wasn't going to be successful.

I'm not sure how we're going to proceed on this. I don't think they have to keep him in band (they could say he's not working out, he has to take the "regular" music class). So calling an IEP and making demands for them to make it work might indeed backfire. So I suspect we'll talk to his other teachers, and possibly the principal (who has mostly been supportive and understanding), and see what we can do. Somehow I doubt that we'll change the band teacher's attitude, but I'd at least like to see Buddy Boy be able to stay in band this year.

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Apologies for not posting more often. Things have been busy. School continues (I should finish in May!), work is busy, and home has been hectic. Life goes on.

Joe

The Ivy Ceiling

What happens after high school?

That's one of many questions that many of us that have kids with disabilities think of. Will our kids be able to go to college, get a job, live independently? Will they be happy?

Two young people with disabilities enrolled in Florissant Valley Community College in the St. Louis, Missouri, USA area. They had hopes, dreams, and scholarships they had earned during high school. What happened to them is detailed in a story found here.

...It happened to Jennifer Adelsberger two years ago. She attended Florissant Valley for four years and was close to getting her associates degree in early childhood education. She has disabilities, Attention Deficit Hyperactivity Disorder and has difficulty in reading comprehension. But, with help, she graduated from McCluer North High School.

However, at Florissant Valley, Adelsberger couldn't get her degree because her advisor, she says, told her that she would not be able to graduate. She needs four classes to get her degree; a math class, two in student teaching and a fourth in class training with children.

After she was told she wouldn't be able to pass those classes, she left school and has been looking for work since. Her father, Larry, says she's had her heart set on being a teaching assistant, working with young children, and what happened at Florissant Valley has affected her outlook and personality. ...

It would appear that the math class is the stumbling block. I find it hard to believe that the school can't identify a tutor that could help her to get thru that one class. I'm sure it couldn't possibly be that this young woman looks and talks a little different from the norm, and they didn't want her student teaching. Surely there is no other discrimination involved. This is born out by looking at the other case, in which things seemed to start out just fine:

...For Jeremy Andert, the fall at Florissant Valley was much quicker. He too had an A+ scholarship and he graduated from Hazelwood West High School in the spring of 2006. In the Fall, he began at Florissant Valley, taking just a remedial reading class and physical education. It was to be an easy transition from high school to the rigors of college.

He was doing well in reading and physical education. In fact, his teacher had written him a mid-term report, indicating he was passing the class and was succeeding in school. ...

It sounds like Jeremy was approaching things in a realistic manner, and things were going well. His mom thought he was doing well, too (who wouldn't, having been given the satisfactory mid-term report).

...However his mother, Cathy Andert, had a meeting with a school advisor, who told a different story. Cathy says the advisor told her that she didn't care to have "retarded" students in her classes and she wasn't "having" it. Cathy says she was taken aback by those comments. ...

I think I would have been more than "taken aback" by those comments. Ms. Andert was much kinder than I would have been. The school, for its part, offered this lame response:

...Laura Sternman, a vice president of student affairs at Florissant Valley, says such comments are not the college's "attitude" taken on campus. Sternman says the college does all it can to help disabled students, saying the school is "very proactive" when it comes to such help. ...

Actions speak louder than words, and Florissant Valley's actions speak volumes. And so does its web site, where you can follow a link from this page called “You Should Know the Difference Between High School and College for Students With Disabilities.”

There are things written there, such as

A college education is a privilege instead of a right and special programs are not required

Students are responsible for their own behavior and inappropriate behavior is not tolerated

Students are expected to do the same work in the same time frame as all students

These hardly seem consistent with an institution that says it is doing all it can to assist disabled students.

For those that are not in the US, community colleges are 2 year public institutions that offer lesser than bachelor degrees, usually "Associate of Arts" degrees. Students can pursue various courses of study there, or use it as a stepping stone to a four year institution. As can be gleaned from the above, education at the college level is not governed by the same sets of rules that apply to education up to that point.

Various people on the web have commented regarding how some colleges in some instances are providing accomodations for students with special needs. But it appears that their legal responsibility is only to supply equal access (things like physical access, access for guide dogs, etc.), and there is no requirement for them to accommodate developmental or behavioral disabilities.

While some colleges seem to have greater outreach than others, it appears that at least some people at Florissant Valley Community College feel so emboldened that they can say that they don't want to have to deal with 'retarded' students in their classes.

If you wish to express your opinion to Laura Sterman personally, here is her contact information:

Laura Sterman
Vice President of Student Affairs
St. Louis Community College-Florissant Valley Campus
3400 Pershall Rd.
St. Louis, MO 63135

314-595-4200

lsterman@stlcc.edu

You also might want to copy your note to the president of Florissant Valley, Ms. Marcia Pfeiffer:

mpfeiffer@stlcc.edu

I could not find a public listing of the e-mail of Henry Shannon, Ph.D., the chancellor of all of the St. Louis Community Colleges, but if it follows their convention, it should be

hshannon@stlcc.edu

How much accommodation is enough?

That was the question I asked myself when I read the story of Sophie Currier, an MD/PhD graduate of Harvard University who is asking for additional break time during testing for her medical license because she is breastfeeding.

The test that Currier is taking is the USMLE Step 2, a nine hour test that is the second of three tests that are necessary to become a fully licensed physician. A physician must pass at least the first two steps prior to starting their residency training. This test is usually taken one year prior to completing one's medical school education. That way, if you are not successful the first time, you have another chance to take the exam the following year, prior to starting residency. Evidently Dr. Currier took the test when she was 8.5 months pregnant the first time, and failed by a few points. If she doesn't pass the test this time, she'll have to delay starting residency for at least another year, until she passes the test.

I have a lot of sympathy for physician/mothers. Both jobs are very time consuming and tough, and juggling two full time jobs is next to impossible. One of my heroes during my internship year was a fellow intern who was a single mom to a 2 year old (her husband couldn't handle having a wife that was "smarter" than he was, so left her when she was in med school). We all tried to pitch in and help her out, but there was no doubt that that doctor mom fully pulled her share. She asked normal favors of us (as all friends would), but never asked for any special considerations because of her situation.

So my first inclination when reading the story was to think "Why couldn't the board give her some extra time to pump during the test? It's a 9 hour test, with only 45 minutes allocated to break time. Surely they could make some accommodation. I mean, this can't be a unique situation." But then I continued reading the article:

...Currier has already received special accommodations under the Americans with Disabilities Act for dyslexia and attention deficit hyperactivity disorder, including being granted permission to take the test over two days instead of one.

In the lawsuit, she was seeking an additional 60-minute break on each day. The board cited the need to be consistent in the amount of time given to doctoral candidates and said other nursing mothers who have taken the exam have found the 45 minutes of permitted break time sufficient. ...

I'm all in favor of her getting accommodations for her dyslexia and ADHD. But it appears that since she'll be taking the test over two days instead of one, then she'll have 4 hours of testing on one day, and 5 hours on another. She still has 45 minutes of break time that she can allocate over that time, to take when she wants. This may not be the extra hour of break time each day that she wants, but it appears on the surface to not interfere too badly with her breast feeding requirement of having to pump or feed every 3 hours. Also:

...The judge said the board offered Currier several special accommodations, including a separate testing room where she could express milk during the test or during break time, and the option to leave the test center to breast-feed during break times. ...

For its part, the USMLE (United States Medical Licensing Examination board) responded publicly on its website to the "Currier question" regarding breastfeeding during exams.

...How have you responded to Sophie Currier’s request for extra time to express milk?
As the papers filed in court show, NBME offered Ms. Currier a variety of comfort measures and personal item exceptions, such as permission to bring multiple, assembled pumps to eliminate the time involved in cleaning, assembling, and disassembling them; permission to pump milk while taking the test and on break time, with privacy within the constraints of exam security, in the individual testing room that she receives on account of her ADA disability. We also provided her with a sample schedule demonstrating how an examinee can flexibly manage the time to take a 20- to 30-minute break every three hours. ...

And I gotta tell ya, that's starting to sound pretty fair to me. But to give myself a little reality check before I ran my mouth off (since I am male, and therefore have never faced such a situation) I bounced this question off of a colleague of mine, herself an MD/PhD, who has small children and has breast fed. After thinking a bit, and without me even telling her the part about her getting to take the test over two days, she felt that the medical board had gone far enough. Indeed, she didn't even think they had to go that far. "Whisper Pump.", she said. To my blank look, she explained that the Whisper Pump is a wearable bra/pump contraption that you can wear while you work. It takes about 5 minutes to rig up, and pumps while you work. So it appears that Dr. Currier might not need any extra time at all in order to take the test and also pump.

I gotta tell ya, it feels a little uncomfortable arguing against someone getting an accommodation they say they need, especially when I have not walked in that person's shoes. But this one doesn't seem to pass the sniff test, and it would appear to me that Dr. Currier would spend her limited time better studying for her exam, rather than talking to her lawyer.