However, they did not have the same level of additional training in special education practices that would have expanded their instructional repertoire. The point is that serious investments in practitioner development are worth the expended effort, the time, and the money. In much the same way that physicians must keep current with improvements in medical practice, so too much teachers keep current with new practice. The reluctance of many districts to meaningfully invest in maintaining a high level of current skills in its work force is a national disgrace that leads to sub-optimal student achievement. We have learned very clearly not to underestimate the impact that a well-trained practitioner can have on student achievement.
Introduction Begin with the end in mind.
Fit programs to students, not students to programs. Organizational culture and structure count. The practitioner's role is pivotal. Standards need to be relative, not universal. Meaningfully involved families are assets, not liabilities.