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Concerns Raised Over Testing Kids With Severe Disabilities

Florida officials are rethinking stringent requirements that make it difficult for students with even the most severe disabilities to be excused from standardized tests. (Shutterstock)

Florida officials are rethinking stringent requirements that make it difficult for students with even the most severe disabilities to be excused from standardized tests. (Shutterstock)

TALLAHASSEE, Fla. — While her 11-year-old son Ethan lay dying last month, Andrea Rediske had to convince the boy’s school district he could not take the state tests.

Ethan’s teacher made daily visits to assess his progress — even when he was in hospice care.

“Seriously?” Rediske wrote in a Feb. 4 email to Orange County School Board member Rich Roach. “Why is Ethan Rediske not meeting his sixth-grade hospital-homebound curriculum requirements? BECAUSE HE IS IN A MORPHINE COMA. We expect him to go any day.”

The boy died three days later.

As state education officials work to overhaul the education accountability system, the plight of students with severe disabilities like Ethan and their teachers is gathering increasing attention in the halls of the Florida Capitol.

Last week, the state teachers union released a 10-minute video showing Polk County teachers giving standardized tests to four students with severe disabilities.

Separately, a Pasco County teacher raised concerns about testing students with special needs in a letter to Superintendent Kurt Browning. Her words carried to the highest level of state government, capturing the attention of Republican House Speaker Will Weatherford.

“We need to do something about this for sure,” Weatherford wrote in an email to Browning last week.

Florida lawmakers are poised to take action.

Earlier this month, Rep. Karen Castor Dentel, D-Maitland, filed a bill that would make it easier for students with disabilities to receive testing waivers.

Weatherford said he is willing to consider it.

“Ethan Rediske’s heart wrenching story highlighted that our requirements for assessments can be uncompromising in the most extreme cases,” he said in a statement provided to the Herald/Times. “I appreciate the proposals presented to address the problem and I look forward to seeing them get a fair hearing this session.”

Weatherford might also be open to tweaking the teacher evaluation formula to provide some leeway to special-education teachers, he said in the letter to Browning.

All students in Florida public schools are required to participate in the state assessment program.

The education department is in the process of selecting new tests. For now, most children take the Florida Comprehensive Assessment Tests (FCAT) and the state end-of-course exams. Students with special needs can take an alternate assessment, and those with extreme disabilities can apply for an exemption from testing. But the request must be approved by the superintendent and the state education commissioner.

About 1.7 million Florida students take the annual statewide assessment. The education department received a total of 30 requests for exemptions from this year’s assessments, a department spokesman said. Sixteen have been approved.

Ethan Rediske was granted a waiver only after his mother reached out to the media, his mother said.

The video released by the Florida Education Association last week featured four students with special needs from Polk County who had to take the state tests.

Among them: 11-year-old Luis Medina, who is blind and in a persistent vegetative state.

In the video, a teacher shows Luis a series of drawings and asks him to answer questions. The boy, who has suffered brain damage, cannot understand or communicate.

“Right now, how they are testing my child is not the right way,” said his mother, Maria Rivera. “He cannot tell you what he thinks or what he sees.”

State Education Commissioner Pam Stewart defended the use of assessments for all students.

“We all know that the only way to guarantee success in any endeavor is to set goals and measure our progress,” Stewart said. “In education, measuring progress is key to successful learning, and I firmly believe that every child enrolled in a public school in Florida deserves the opportunity to have access to the best education possible. It would be a moral outrage to deny that opportunity to any child for any reason.”

But teachers and school administrators have concerns about the practice.

Gisela Feild, who oversees testing and research for the Miami-Dade school district, worries about the stress on students.

“You have kids with special needs who have to sit for a test and are held accountable to the same standards as other children,” she said. “The burden and the pressure and these kids is astronomical.”

Sabrina Berger, a Pasco County teacher who has taught students with profound disabilities for 18 years, spent last Wednesday testing a child who had to be given a cookie after each answer to help keep him focused.

“They’re telling us to do things against what we’ve always done, what I know is right,” she said.

Berger is also concerned about the effect her performance evaluation, which will be based partly on her students’ test scores and could factor into her paycheck. She aired those concerns in a letter to Browning.

State education officials say the new “value-added” model for calculating teacher performance accounts for external factors, including whether a student has special needs. But like many other teachers, Berger questioned that premise.

“How can their brain damage and multiple challenges be ignored as barriers to achievement?” she wrote. “My students do make achievements, but not on things being evaluated by tests.”

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Comments (6 Responses)

  1. Gail Shurtleff says:

    This is one of the many reasons the U.S. education system needs a total overhaul. This seems to be so far from what students should be dealing with in schools. I was never a fan of standardized testing due to the fact that there are more variants on the norm than what is considered to be normal. Those with disabilities should be opted out. Until there is a test that evaluates a disabled person fairly testing should be stopped.

  2. vmgillen says:

    Overhaul is certainly needed to reflect realities – and one of those realities is the dog-eat-dog culture which has grown around these tests. Districts used to exempt spec ed students because it kept their over-all numbers up, thereby denying students an education when many were more than capable of achievement. That was wrong. Now teacher assessments are also tied to standardized tests – imagine thinking your job is tied to a kid with dyslexia – and you don’t really know what dyslexia is. . . I am worried we might go back to the bad old days, when students were presumed to be incapable of academic achievement, and so were exempted. I am similarly horrified by this instance of bureaucratic insanity. Stop the madness!

  3. David Snow says:

    Bush’s “No Child Left Behind” policies need to be scrapped. This is one of the reason’s that my son is home schooled. Because severely disabled students bring the total scores lower, the rating for the school system drops, and as a result these students are not given the quality educational assistance in a special needs setting that they need because they are mainstreamed at great cost savings to the school, especially the federal government.

  4. Dennice Hartkop says:

    Here’s an oxymoron for you. Common Sense in Government!

  5. joe gerardi says:

    we must remember that for so many years students with significant learning differences were locked away in classes ( or separate schools ) and were never given any opportunity to be exposed to general ed curriculum with whatever level of modification/adaptation that was required–this history has led us to a world of low expectations—-slave wages in sheltered workshops—and abuses in group homes by unqualified staff people—granted, the notion of one size test fits all is merely an example of laziness
    and shortsightedness– the sad truth that the I in IEP rarely means “individual” as it is “legally” required to—

  6. Sharon McCart says:

    I administered standardized tests to my students with severe disabilities. One question was to have them plot several coordinates regarding temperature in various cities. Most of the children could not hold a pencil correctly much less understand the idea of coordinates. Other questions were just as absurd, especially considering my students couldn’t read. Testing became an ordeal that took away from instructional time for at least a week, since it had to be done one on one. These children are already tested regularly for progress toward their IEP goals. What is the point of further testing that is so far beyond where they are?

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