When I began this experiment, knowing Maxwell has been working on these short-term goals since 1998 with little or no improvement, I was skeptical that I would be able to make any difference in his achievement. His file, however, lacked documentation that Maxwell was known to be concentrating on reaching his goals and that teachers were working together to support him. I am disappointed that modifications, such as my addressing his writing goals by building on the strength of his mathematical logic and problem-solving skills in a learning strategies model, were not used effectively much earlier in Maxwell's education. I also am confused and concerned that the team of teachers who are assigned Maxwell's case are currently discussing getting rid of his learning disabled label. I believe that with the proper continuing instruction and practice, Maxwell can become a student who writes clearly and concisely, but he is not at that point. The teaching team should be discussing strategies for helping Maxwell reach his short-term goals established in 1998. Without the learning disabled label and faculty assistance, Maxwell may find college placement testing and classroom expectations overwhelming.

After identifying and researching the learning disabled, I believe too little is being done in the special education program at Southern High School to determine specific strategies to support these students' inclusion into the general classroom. To implement individual education programs effectively, general teachers need clear, better organized, readily available documentation of their students' needs as well as adequate guidance and updated resources. Without proper planning, translating, and revising, like Maxwell, they may fail to reach their goals.
 
 

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