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Sunday, June 28, 2009
Debra J. Saunders :: Townhall.com Columnist
Disability, Inc.
by Debra J. Saunders
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This is not a joke. Monday, the U.S. Supreme Court issued a 6-3 decision that required an Oregon public school district to pay a $5,200 monthly tuition (plus fees) for a private boarding school for a high-school senior whose psychologist had diagnosed him with ADHD, depression, math disorder and cannabis abuse.

Also not a joke: The Obama administration had urged the big bench to so rule. Thus the Individuals with Disabilities Education Act (IDEA), which mandates that all "children with disabilities" have the right to a "free appropriate public education," is turning into a cash cow for disability lawyers and private schools. According to an amicus brief filed by Obama's solicitor general, Elena Kagan, Oregon's Forest Grove School District had tested the student -- known as T.A. -- in 2001, but determined that he had no learning disabilities; specialists did not test for Attention Deficit Hyperactivity Disorder (ADHD), although they suspected he had it. Parents and school officials agreed to take a "wait and see" approach.

As he continued to have trouble in public school, T.A.'s mother e-mailed school officials that summer suggesting "there must be some method of teaching more appropriate for him."

In 2002, T.A. started using marijuana. In March 2003, Kagan wrote, T.A.'s parents sent the boy -- then a junior -- to a psychologist who diagnosed him with "ADHD, depression, math disorder, and cannabis abuse" and recommended that he be admitted to a residential program. The parents pulled T.A. from school, sent him to a three-week wilderness program, and then to the Mount Bachelor Academy, which specializes in students with "learning disabilities, substance abuse, and behavioral problems." The parents requested an independent hearing in April 2003 to get taxpayers to pay their son's tuition, as per the Individuals with Disabilities Education Act as the school district again determined that T.A.'s disabilities did not merit special education. But in January 2004, a hearing officer found that T.A. had ADHD and Mount Bachelor was appropriate for him.

A district court found against the parents. The Ninth Circuit Court of Appeals reversed the district court. Monday, the Supreme Court ruled that taxpayers should foot the bill for T.A.'s private boarding school.

At issue was a 1997 revision of the IDEA. Dissenting Justice David Souter argued the revision banned subsidizing parents' decision to send their kids to private school without getting approval from the district. The majority ruling, written by Justice John Paul Stevens and joined by conservative and liberal justices, argued that the revision did not change the law.

Manhattan Institute education senior fellow Jay P. Greene argued that Souter's dissent -- joined by two bench conservatives -- "was unreasonable in raising alarms about costs."

"The aggregate burden of this kind of policy is a tiny, tiny fraction of aggregate spending," said Greene.

On the other hand, the court arguably engages in policy-making when it tells districts how they must spend valuable education dollars. Continued...

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Math Disorder?? (part 2)
There is no such thing as a math disorder. Some have more aptitude in this area than others, but lacking aptitude, does not a Disorder Make.

I have no aptitude or ability for Basketball, but I do not have a Basketball Disorder.

The reason that many, especially boys, have a problem with math that really shows up later in life is this:

At age 6, when most kids are Mandated Wrongly by Government to enter first grade, most boys are not intellectually or emotionally mature enough to enter these structured settings, and then be introduced to Abstract Concepts, such as math, when they are Very Concrete Thinkers.

Little boys lag behind little girls by 2 to 3 years generally, in the areas of emotional and intellectual development at age 6. They catch up later in life after they are grown up, but they start out behind.

As a teacher of high school students who were Diagosed as having Emotional and or Behavior Disorders, along with ADD, ADD/HD, LD, etc., the first thing that I would do with a new student was to Screen Him to find out exactly what academic skills he possessed so as to prepare a plan to catch him up and teach him.........

Keep in mind, these students would now be 14 thru 18 years of age, and had gained in Intellectual Maturity and ability. Once you identify where the learning stopped, you start there, and within a school term, this student who was likely at about 3rd or 4th grade in arithmetic skills and comprehension, would be above or past Grade Level Expectancy. He was able to Learn Now, What He was not able to learn when he was not prepared by nature to do so. But, you have to start where the learning stopped, and begin there. These older, more intellectually mature boys, now learn quickly things they could not comprehend when they were first presented with the material. This is what accounts for Most Of The Disorders That are Wrongly Placed Mostly on LIttle Boys.

Math Disorder??
There is no such thing as a math disorder. Some have more aptitude in this area than others, but lacking aptitude, does not a Disorder Make.

The reason that many, especially boys, have a problem with math that really shows up later in life is this:

At age 6, when most kids are Mandated Wrongly by Government to enter first grade, most boys are not intellectually or emotionally mature enough to enter these structured settings, and then be introduced to Abstract Concepts, such as math, when they are Very Concrete Thinkers.

Little boys lag behind little girls by 2 to 3 years generally, in the areas of emotional and intellectual development at age 6. They catch up later in life after they are grown up, but they start out behind.

So, what happens is that when little boys are put into Unnatural and Abnormal settings such as a Structured School Setting, this little boy is not ready for this setting. And, if he continues to Behave Like A Normal or Natural Little Boy, he is labeled with a Disability label or worse. Many get labels such as ADD or ADD/HD, LD, and others, just because they continue to be little boys who do not sit still in their seats, misplace things, speak out of turn, etc. And, of course, they also have some problems in understanding Abstract Concepts such as math, because they are not intellectually ready to begin learning this stuff, and also have no need to at age 6.

As a teacher of high school students who were Diagosed as having Emotional and or Behavior Disorders, along with ADD, ADD/HD, LD, etc., the first thing that I would do with a new student was to Screen Him to find out exactly what academic skills he possessed so as to prepare a plan to catch him up and teach him.

See Part 2 for conclusion of Math Disorder??
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