Kenny is a 10th grader in the Baltimore City Public Schools. He is an African American from a disadvantaged neighborhood, attending a high school that requires high grades and test scores. He has good attendance, and has never had any behavior problems. A good kid, by all accounts but one.
Kenny reads at the kindergarten level.
Kenny has spent most of his time in school in special education. He received extensive and expensive services, following an Individual Education Program (IEP) made and updated over time just for him, tailored to his needs.
Yet despite all of this, he is still reading at the kindergarten level in 10th grade.
Kenny’s story starts off a remarkable book, Mislabeled as Disabled, by my friend Kalman (Buzzy) Hettleman. A lawyer by training, Hettleman has spent many years volunteering in Baltimore City schools to help children being considered for special education obtain the targeted assistance they need to either avoid special education or succeed in it. What he has seen, and describes in detail in his book, is nothing short of heartbreaking. In fact, it makes you furious. Here is a system designed to improve the lives of vulnerable children, spending vast amounts of money to enable talented and hard-working teachers to work with children. Yet the outcomes are appalling. It’s not just Kenny. Thousands of students in Baltimore, and in every other city and state, are failing. These are mostly children with specific learning disabilities or other mild, “high-incidence” categories. Or they are struggling readers not in special education who are not doing much better. Many of the students who are categorized as having mild disabilities are not disabled, and would have done at least as well with appropriate services in the regular classroom. Instead, what they get is an IEP. Such children are “mislabeled as disabled,” and obtain little benefit from the experience.
Buzzy has worked at many levels of this system. He was on the Baltimore school board for many years. He taught social work at the University of Maryland. He has been an activist, fighting relentlessly for the rights of struggling students (and at 84 years of age still is). Most recently, he has served on the Kirwan Commission, appointed to advise the state legislature on reform policies and new funding formulas for the state’s schools. Buzzy has seen it all, from every angle. His book is deeply perceptive and informed, and makes many recommendations for policy and practice. But his message is infuriating. What he documents is a misguided system that is obsessed with rules and policies but pays little attention to what actually works for struggling learners.
What most struggling readers need is proven, well-implemented programs in a Response to Intervention (RTI) framework. Mostly, this boils down to tutoring. Most struggling students can benefit enormously from one-to-small group tutoring by well-qualified teaching assistants (paraprofessionals), so tutoring need not be terribly expensive. Others may need certified teachers or one-to-one. Some struggling readers can succeed with well-implemented proven, strategies in the regular classroom (Tier 1). Those who do not succeed in Tier 1 should receive proven one-to-small group tutoring approaches (Tier 2). If that is not sufficient, a small number of students may need one-to-one tutoring, although research tells us that one-to-small group is almost as effective as one-to-one, and is a lot less expensive.
Tutoring is the missing dynamic in the special education system for struggling readers, whether or not they have IEPs. Yes, some districts do provide tutoring to struggling readers, and if the tutoring model they implement is proven in rigorous research it is generally effective. The problem is that there are few schools or districts that provide enough tutoring to enough struggling readers to move the needle.
Buzzy described a policy he devised with Baltimore’s then-superintendent, Andres Alonso. They called it “one year plus.” It was designed to ensure that all students with high-incidence disabilities, such as those with specific learning disabilities, must receive instruction sufficient to enable them to make one year’s progress or more every 12 months. If students could do this, they would, over time, close the gap between their reading level and their grade level. This was a radical idea, and its implementation it fell far short. But the concept is exactly right. Students with mild disabilities, who are the majority of those with IEPs, can surely make such gains. In recent years, research has identified a variety of tutoring approaches that can ensure one year or more of progress in a year for most students with IEPs, at a cost a state like Maryland could surely afford.
Mislabeled as Disabled is written about Buzzy’s personal experience in Baltimore. However, what he describes is happening in districts and states throughout the U.S., rich as well as poor. This dismal cycle can stop anywhere we choose to stop it. Buzzy Hettleman describes in plain, powerful language how this could happen, and most importantly, why it must.
Hettleman, K. R. (2019). Mislabeled as disabled. New York: Radius.
This blog was developed with support from the Laura and John Arnold Foundation. The views expressed here do not necessarily reflect those of the Foundation.
One thought on “Mislabeled as Disabled”
I have been writing about kids being wrongly classified as dyslexic when in fact they are instructional casualties.
I know the reason why kids are unable to read.
I know what causes them to shut down from learning to read.
Do you have the time to discuss this?