Why Linda Cannot Fail

Andrea Gonzalez
University of St. Thomas
EDUC 5322
Dr. Booth
June 9, 2015

Dear Mr. Gonzalez,

Special education is exactly what its name means. It is academic support through
modified instruction. In order for a student, like Linda, to qualify for special education he must
meet specific criteria and have been identified through the Response to Intervention (RtI) system
(Kerr & Nelson, 2010). It is also unethical for an educator to forge the students grades or
intervention documentation in order for him to be considered for qualification. Disruptive
students can be challenging, however, they are the ones who need well qualified teachers the
most.
In order for Linda to qualify for special education with an emotional disturbance he must
display one or more of the following qualifications for an extended period of time that adversely
effects his academic performance:
1.
2.
3.
4.
5.

Incapable of learning that is not expressed by intellectual, sensory, or health issues

Incapable of creating or sustaining suitable relationships with friends and teachers
Unsuitable conduct or feelings in a normal environment
Displays and maintains a general mood of unhappiness or depression
Inclined to develop physical symptoms or fears related to personal or school
difficulties (Kerr & Nelson, 2010, pg. 16-17)

Linda did not display one or more of these qualities, so he was not eligible. Even though he did
not qualify, that does not mean that he might not indeed have a serious emotional or behavioral
issue. However, there are strategies and tactics that can be employed to help minimize the
outburst and unwanted behaviors.
Thousands of schools across the United States have created school-wide positive
behavior support (SWPBS) plans that partner with RtI. The behavior plan uses evidence-based
practices to address the specific needs of each campus. The support system is comprised of three

tiers. The first covers the entire school population and is preventative and proactive. This might
encompass office referrals, attendance awards given by the office, and individual classroom
systems. The second tier addresses only about 15% of students who struggle with good conduct
and may be at-risk. A campus could identify specific students who struggle with bullying and
have a designated class during their ancillary. The third tier addresses an even smaller amount of
about 5%. These students struggle immensely and may require a behavior intervention plan
(BIP).
Because Linda is not struggling academically, he will not be admitted in to the special
education program. That does not mean that a teacher created behavior plan cannot be made. The
behavior plan can be fueled by conduct and grades. It can be reward based with attainable goals
and start out on a basic level. As he progresses his goals can rely more heavily on behavior. It is
also important to remember these plans take patience. Allow one to two months time before
assessing for results and determining if more formal procedures need to take place (Kerr &
Nelson, 2010, pg. 19).
Not all students who need additional support will qualify for special education, and that is
okay. General education teachers can still collaborate with special education teachers and other
specialist to help those students succeed. It is important to remember that all students with
behavioral issues do not necessarily need special education, but a more structured classroom
environment with modifications from the teacher. Additionally, it is these students who need you
the most.

Reflection
During my time in the general education classroom I have seen countless teachers fail
students in order for them to qualify for special education. This cause minority or low
socioeconomic groups to be over represented in special education. I choose this particular letter
because it addresses the issue. When a child is taken through the process of Response to
Intervention (RtI) it is because he is not meeting the standard requirements to be successful. If
this child does not make significant progress within the allotted time specified he is usually
referred to get tested. Often, what I have witnessed, children are being documented as receiving
services through RtI, however, they are not actually being serviced. In going into special
education next year as my schools chairperson, this scenario has opened my eyes to the harsh
reality students who struggle face. I have to be these students advocate and speak up for their
rights.

References
Kerr, M., & Nelson, C. (2010). Strategies for addressing behavior problems in the classroom (6th
ed., pg. 6-19). Boston: Pearson.