3. SLP Eligibility Management: Tough Mindedness

Strategic eligibility management is not for the faint of heart. But you might already be broken-hearted over the lack of support you receive for your school efforts, and therefore you might be willing to swim up-stream rather than go over the falls.

You must change your point of view and this will be the real problem. Then you will have to deal with the people who do not like your new ideas. 

Your resistance will rest on notions of backward reality. After Galileo reversed the world we struggled to think backwards. Galileo got into a lot of trouble for turning things upside down.  We are still trying to shake it off:

 

“Did you see the sunrise this morning, Margaret?” Hundreds of years later we still talk as though perception is reality.

 

The Galileo Paradox

 

Okay, ready? Here is what you have to know.  Can you handle it?

 

“We put children in special education because we don’t want them at school in the first place, in the hallways, classrooms, in the gym, at the prom;  but since we are forced to take them, we can at least put them off to the side and this will be better than nothing. Anything to get rid of them and keep them out of our hair is terrific. Hopefully we can make some money off them. Suspension is good, too.”

 

Got it? If you have been reading our brilliant posts, you know story of the The Arc!  

 

And here is another point to take in: 

 

“Anyone who disagrees with these ideas is not going to be our friend, unless, maybe, she brings donuts, smiles a lot and dates a coach.”

 

Backward Reality

 

Backward Reality in education is when we say, “We are here to help kids” but in fact we don’t even want them around. 

 

Linda Shrock Taylor has said it so well:

 

Recent news articles have discussed the possibility that two black holes might collide in a few million years. Although an interesting concept, this potential danger pales in the face of a real ‘black hole’ – that of SPECIAL EDUCATION. Every year, thousands of our children disappear into the vagueness of special placements, never to be released from the labels and stigma; never to escape and again be seen as ‘normal.’ Many teachers must notice this engulfing, this entrapment, of our children; some teachers must surely strive to defeat this grave and senseless closure on potential; but the problem is rarely mentioned or discussed.”

 

Oh, yes, I should add SLPs work at the schools Linda is talking about.

 

 

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