Time to stop consulting in the teachers' lounge?
Donald J. Asbridge, KOG Editor

Recent conversation [i.e., consultation] in the teachers' lounge...

Teacher:  “I know the IEP team has been testing John.  As you know, I was the one who referred him to see if he has a learning disability.  I'm just wondering, does it look like he'll qualify?”

Psychologist:  “I don't know yet...”

Teacher:  “I studied a little about learning disabilities in college, I'm glad we're having this chance to talk -- I have a few questions that maybe you can help me with.  I know learning disabled students have a chemical imbalance - they can't think right… and medications usually help.  Am I correct?”

Psychologist:  “No, that's not exactly right… they don't have a chemical imbalance, or if they do, that's for a physician to determine.  And meds aren't usually prescribed for LD, or if they are, that decision is between the parent and physician.  And students with learning disabilities think just as capably as any other student.”

Teacher:  “Well, maybe you can help me better understand.  What is a learning disability?”

Psychologist:  “I don't know.  No one really knows.”

Teacher:  “I don't understand, how long have you been a psychologist?”

Psychologist:  “About twenty years.”

Teacher:  “How is it you can spend twenty years testing students for learning disabilities, but you don't know what a learning disability is?”

Psychologist:  “That's a great question.”

Teacher:  “Why do you keep doing it?”

Psychologist:  “Because that's what we do.” *

Teacher:  “Gee, please don't take this wrong, but I hope you'll read the research so the students here at school can get better services.  I would certainly want the school psychologist to know what a learning disability is… you are supposed to be the expert, right?  Don't you think I'm correct?”

Psychologist:  “Hmmm.  That's the problem.  I have read the research... but the kids are the true experts.”

Teacher:  “I don't get it.  Certainly my student has a learning disability and I'm hoping you're able to recognize that with all the tests you've been giving him.  He needs the services - he just can't complete his homework.”

Psychologist:  “I don't give tests any more - they've all been taken away.”

Teacher:  “Now I'm not only confused, but I'm getting angry too.  How many students have you tested in your, uh, career and identified as learning disabled?”

Psychologist:  “Hundreds… no, probably a thousand or two.”

Teacher:  “Wow!  Okay, I'm getting it now... I think you're teasing me because I'm a rookie teacher.  I'm sorry if I sounded too assertive or aggressive.  I'm just trying to get services for my student.  You really do know what a learning disability is, don't you?  You were just playing Devil's Advocate to try to get me to think, right?  I've heard that's what you do sometimes.”

Psychologist:  “No, I wish I was.  I really don't know what a learning disability is… as far as I can tell, learning disabled students are the same as non learning disabled kids.”

Teacher:  “Then why do you keep identifying them as learning disabled?”

Psychologist:  “Because that's what we do.”

Teacher:  “Maybe the school could hire a psychologist or speaker or expert or someone who could come in and give an inservice to explain to all of us what a learning disability is.  We could learn together as an entire staff!  That might help.  I'm just trying to think of a positive idea or solution!”

Psychologist:  “I've been listening to psychologists and other experts try to explain what a learning disability is for over twenty years.  Sorry to be the one to tell you this, but they don't know either.”

Teacher:  “I'm appalled, I'm appalled at your lack of professionalism.  I'm just trying to understand learning disabilities and you just can't seem to help me.  And you don't seem to even be trying.”

Psychologist:  “All right then, here's my definition of students who get diagnosed with a learning disability.  Students who get identified as learning disabled are the students who don't attend school, don't like school, have low motivation, have a bad attitude, get in trouble a lot, don't like their teacher, are experimenting with drugs, are in a gang, or speak another language.  Usually they are male or some other minority.  Sometimes they are the students who are just trying to cope with a difficult life situation, like a divorce or the death of a loved one.  Sometimes they are the students who just aren't that great at spelling.  Usually they are the students whose teacher just wants out of the class.  Almost always they are the students who don't do their homework.  Almost always IEP teams get together and call the student learning disabled just trying to "help," but often the well-meaning teams forget that, "to help is not always to help."  Those are the students who get diagnosed with a learning disability.

Teacher:  “But that could be any of them!”

Psychologist:  “Now you're getting it.”

Teacher:  “This all sounds like a farce to me.  I've never been treated this way in my professional career.  I think you should just quit playing this game and quit calling students learning disabled if you don't even know what one is and you have no tests or instruments to even test for it.”

Psychologist:  “I agree.”

Teacher:  “I'm outta' here - I just don't know what you're trying to do.  One final question -- are you going to get John out of my class or not?  He's hurting my test scores and I need him out now.  It's obvious to all the other third grade teachers he has a learning disability."

Psychologist:  “Then I don't think you have a thing to worry about... if all the third grade teachers regard him as having a condition, then he can at least get his civil rights protected through Section 504.  I hope you have a great afternoon and I'll see you at the meeting!"

   *Behaviorist's creed:  "We are what we do."
 

I'M CALLING OUT ALASKA!

Is it time to make our move?
Donald J. Asbridge, KOG Editor

As per rankings by morganquitno.com, California is ranked 47th.*  Any ideas how we can move up to the coveted 46th spot?

I don't get it.  I don't understand why California education is still ranked 47th.

We show up to work every day to serve students.
     Just like all the other states.
We test students and label them and put them in special classes.
     Just like all the other states.
We take fifteen or so days a year to administer nationally standardized tests.
     Just like all the other states.
We do what the United States Department of Education tells us do.
     Just like all the other states.
We do what the State Department of Education tells us do.
     Just like all the other states.
We do what the County Office of Education tells us do.
     Just like all the other counties.
We serve all students even though there are over a hundred different languages.
     Just like all the other states.
We serve students no matter what their legal immigration status.
     Just like most states.
We provide anti-bullying and anger management programs.
     Just like all the other states.
We provide peer mediation and conflict resolution programs.
     Just like all the other states.
We provide threat assessments and crisis intervention services.
     Just like all the other states.
We hire family members, relatives, and good friends to fill key positions.
     Just like all the other states.
We bring in experts and consultants and speakers.
     Just like all the other states.
We change everything we do every year by starting new research based programs.
     Just like all the other states.
We keep graduating students from high school.
     Just like nine other states.

We order enough materials and tests to fund corporations.
     Just like all the other states.
Most of our teachers are highly qualified as per NCLB.
     Just like all the other states.
We put primary emphasis on legal compliance in every educational decision.
     Just like all the other states.
We don't make a move until we've consulted with our lawyers.
     Just like all the other states.
We perform hours of red tape and bureaucratic paperwork activities daily.
     Just like all the other states.
We force behavioral compliance through "discipline" onto our students.
     Just like all the other states.
At every level we are administration-heavy with many always directing us.
     Just like all the other states.
Our unions insure an outstanding environmental setting for all [employees].
     Just like all the other states.
We deal with gangsters and substance abuse and truancy daily.
     Just like all the other states.
We fail enough males to populate the military and the prisons.
     Just like all the other states.
We ritualistically administer plenty of homework every night
     Just like the rest of 'em.
We retain children by the thousands every year.
     Just like all the other states.
Our politicians and school board members micromanage our every move.
     Just like all the other states.
Our secretaries run the schools.
     Just like all the other states.
By extensive use of meds, we insure a prosperous pharmaceutical industry.
     Just like all the other states.
Our leadership has a, a vision of education.
     Just, um, like all the other states.
We have some teachers with great classroom management skills.
     Just like all the other states.
If our students aren't going to graduate, they go to "alternative" schools.
     Just like Texas.
The civil rights of students are protected through Section 504.
     Just like all the other states.
SLD and autism are increasingly identified.
     Just like most of the other states.
About 60% of students and teachers work cooperatively toward a goal.
     Just like all the other states.
We have a curriculum.
     Just like all the other states.
The state standards are taught at grade level every day.
     Just like all the other states.
We are experiencing educational reform on a statewide basis?
     Just like all the other states.

So I just don't get it.  I just don't understand how California can still be ranked #47.
It's getting kind of embarrassing.
What else can we do? (I have a few ideas)
Anyone have any ideas on how we can move up to #46?
I'm calling out Alaska... time for a showdown!

   *Fourth graders proficient or better in reading in 2005.
 

KASP MEMBERSHIP INFO...

Do you want to become a KASP member?
If so, contact Traci Taber Rivas directly at:  rivast@gfusd.k12.ca.us
 

Hi all,
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     Always rule out Dysphoric Social Attention Consumption Deficit Anxiety Disorder in any differential diagnosis.  If it is DSACDAD, Havidol (avafynetyme HCl, 20mg tablets) and suppositories might help.
     Click on the link below for additional information.

www.havidol.com

Dear KOG Editor,
   Why wasn't there a February KOG?
               Signed, "Dejected Reader"

Dear Dejected Reader,
   Because nothing was happening in January.
               Signed, KOG Editor

Dear KOG Editor,
   Okay Mr. Big Shot KOG Editor, just tell me this.  How can you legally diagnose SLD without giving tests and without sitting down and writing a lengthy and legally compliant report?  What makes you so special?  Go ahead, just try to answer that one!"
               Signed, "I Dare You To Try To Answer This"

Dear IDYTTTAT,
   You're half right.  You can't legally diagnose a learning disability without complying with the myriad of rules, regulations, and laws.  But, you can't ethically diagnose a learning disability under the present rules, regulations, and laws.  Therein lies the dilemma.
               Signed, KOG Editor

Dear KOG Editor,
   What kind of leadership and vision would you expect at a county level?
               Signed, "New Vision"

Dear New Vision,
   I would expect the same as at the state and national levels, but I would of course, hope for a whole lot more.
               Signed, KOG Editor

Dear KOG Editor,
   You got me thinking.  I'm starting to wonder about this whole learning disability thing.  It might be some kind of a complex charade.  How did it all start and where could I get more information?
               Signed, "School Counselor"

Dear School Counselor,
   I'm glad you're thinking about this important topic.  A bunch of well-meaning people got together about thirty or forty years ago and invented learning disabilities.  Their original good ideas and noble goals have unfortunately eroded over time into the system in which we now find ourselves.  There are many sources of information available, but you might want to start here.
               Signed, KOG Editor
 

Dear Monitor,
   Because no one ever contributes anything.
               Signed, KOG Editor

Dear KOG Editor,
   I just wanted to thank you for helping me turn around my life last year.
               Signed, "Ex-Student"

Dear Ex-Student,
   It was my privilege working with you.  I commend you for the great choices you are making in your life.
               Signed, KOG Editor

Dear KOG Editor,
   School psychology -- love it or leave it!
               Signed, "A True School Psychologist"

Dear ATSP,
   I do love school psychology as a profession... that's why I keep courageously speaking up, fighting for more effective practices, and trying to make what we do even, um, better for students.
               Signed, KOG Editor

Dear KOG Editor,
   What do you really think about school psychologists?
               Signed, "Anonymous"

Dear Anonymous,
   School psychologists provide powerful and positive services for students on a daily basis throughout the entire United States.  I am proud to be a school psychologist.
               Signed, KOG Editor

NOTES & DISCLAIMERS: 

Any opinions expressed in the KOG are opinions only and are not necessarily approved or supported by the KASP organization or anyone else, including the KOG Editor.  On the other hand, any facts expressed or implied are indeed, facts.  Just as is true for everything else in this world, you get to decide what is opinion, what is fact, and what is research based, and if and how they may or may not all go together.  Please note that just because something is research based doesn't necessarily make it a fact;  and not all facts are research based.  Some opinions are facts and research based.  Some opinions are not facts, yet are still research based.  Just because something is research based doesn't necessarily make it a fact, or ethical.  Some facts are facts for some but not facts for others; the same concept holds true for opinions and research.  The same can be said for humor, satire, parody, and serious notes.  Some opinions are just opinions.  However, one thing is always certain... 

     ...everything is.
 

See you next month!  KOG Editor!