Teaching Beyond the Curriculum
Abstract
In the United States we have been moving towards a more inclusive structural model of service for all students. However, it is still viewed and constructed through a perspective of separating out students who are typical and students identified with “special needs”. Because of the influence of federal dollars that prop up the special education industrial complex (Knestrict, 2017) we still maintain separate tracks of students and accessing any support services still hinges on identification and placement of students. These perceived differences are also created because of a fundamental difference in the philosophical way we view learning in the United States. The U.S. education structure utilizes a ‘algorhythmic’, standards-based approach based upon only empirical test data rather than a more heuristic model that emphasizes the process of learning and the development of intellectual autonomy. Inclusive educational models, while including identified students in the general classroom to a higher degree, still require identification and placement through the federally funded, special education process and still emphasize learning through an algorhythmic, product oriented, standards base approach. Inclusive models, or even dual licensure teacher education programs will not change these realities until a more heuristic approach is used for all students. Not operationalizing this new way of thinking leads to the “special edufication” of all teaching and learning.
I have been teaching for forty years. The first 15 years in the city schools of Cincinnati, the last 25 in higher eduction. A product of the U.S. Special Eduction Industrial Complex, I survived to become a critical theorist looking at PBIS, MTSS and special eduction in general. I have been at Xavier University for 20 wonderful years. I have been married for 40 years and have raised three beautiful and brilliant children. No plans to retire. Books to write. World to change.