What American Parents Can Learn From The French...

In my last posting, I railed against the idiotic changes in the newest edition of the Diagnostic and Statistical Manual-V (DSM-5), the bible of the mental health field which list the various known clinical diagnosis for those suffering from mental health issues. Specifically, in the latest edition (to be published next month officially) the DSM now considers extreme temper tantrums in young children a clinical diagnosis now known as Disruptive Mood Dysregulation Disorder (DMSS). Considering that young kids throwing tantrums because they cannot get their way has been a staple of parenting within the Western child-rearing experience since antiquity, I thought this to be a most extreme example of bovine excrement insomuch as how we label children without discipline or self-control “dysfunctional.” I argued that ascribing another “clinical” to childhood misbehavior only serves—in the long-run—to enable negative behavior in children, giving them as well as their parents yet another “out” when it comes to avoiding personal responsibility (see: "Temper Tantrums Are Now A Disorder'").

I'm going to just come out and say this: For the most part, American parents are both arrogant and lazy! They are arrogant in that many feel that they are incapable of learning anything from others insomuch as how to improve their parenting, and lazy in that when their half-assed parenting—ably assisted by an often overstepping legal system and overly-sensitive child advocacy types such as social workers—yields uncontrollable, irresponsible, and entitlement-minded teenage monsters, they blame some (obscure) “clinical,” equally half-assed diagnosis. Or they proclaim that their little brats are simply “not understood.” Given how much many American parents are indulgent of their offspring’ sense of entitlement—imparted upon them in many cases by these same parents—I totally understand!
Having been raised as a Generation Xer, having had a part in raising my own nieces and nephews, and having spent the better part of the last decade or so working with children, I think I know a little about raising children. While it's true that I'm not a parent myself, that actually gives me an objectivity that most parents lack in making such a broad declaration about American parents; any belief system predicated on love tends to cloud judgment and obscure clear, pragmatic-based decision-making in many things...especially in the realm of parenting.
With such being the case, it’s my turn to be as equally arrogant in telling American parents what they are doing wrong.
As hinted, we in America have to shed this idea of “American exceptionalism,” especially when it comes to parenting. American parents have to be willing to consider the possibility that other cultures might be ahead of the curve when it comes to parenting, and that we might actually be behind the curve. On my facebook page, someone sent me a link regarding an article from an issue of Psychology Today from last year, written by family therapist Dr. Marilyn Wedge, Ph.D. In her piece, “Why French Kids Don’t Have ADHD,” Wedge cites the reasons for the vast differences in the numbers of diagnosed cases of Attention Deficit Hyperactivity Disorder (ADHD) between French and American children. In the briefest terms, the therapist reveals that

In the United States, at least 9% of school-aged children have been diagnosed with ADHD, and are taking pharmaceutical medications. In France, the percentage of kids diagnosed and medicated for ADHD is less than .5%. 

The article goes on to explain that while we Americans tend to look upon pathologies like ADHD as having “a biological disorder with biological causes,” the French “view ADHD as a medical condition that has psycho-social and situational causes.” And of course, this results in a difference in treatment. American child psychiatrists and other clinicians are quick to prescribe psychotropic drugs such as Ritalin as the remedy of choice, while their French counterparts treat “the underlying social context problem with psychotherapy or family counseling.” The result is

to the extent that French clinicians are successful at finding and repairing what has gone awry in the child's social context, fewer children qualify for the ADHD diagnosis. 

In France as well as other countries, adults—particularly parents—do not turn every misbehavior into a clinical diagnosis. On the other hand, we here in America are gullible to the point where it’s been inculcated into our cultural natures to ascribe every questionable behavior in our children as some newfound alphabet-abbreviated “malady.” In many cases, American parents are too do not take into consideration that much of their kids behavior is simply the result of various social influences of those their children come into contact with, who in a lot of cases tend to be similarly (socially) dysfunctional. I’m not saying that there is no occurrence of ADHD in American children per se; I am putting forth the thesis that ADHD does not occur anywhere near as much, nor does a true case of ADHD have as much impact on a child’s behavior on American children’ behavior as many parents would like to think. The differences between the French and American perspectives on ADHD diagnoses and treatments is pretty much along the same line as the differences between the high rate of males labeled as “special education” in American schools, while in European schools, females are the majority of students labeled “special education.” Such disparities toward the way we approach children and child-rearing in this country points to the reality that we Americans simply do not look at the Big Picture, which includes consideration of another approach different from our traditional (and ineffective) ones. Simply put, parents in America cannot and do not think outside of the box. We have come to accept the strange, almost pathological and counterproductive ethos that all behavior can be remedied by idiotic “clinical” diagnoses, medicine, and/or the intervention of others (i.e., social service-related professionals) when it comes to managing our kids. The sad and simple reality is that most negative children behavior can be managed by proactive and responsible parenting, as well as regulating aspects of their physical environments—not after-the-fact “treatments,” when negative childhood behavior patterns are becoming set in stone.  Again, the French model of parenting provides how effective such an ideological shift attitudes toward parenting can be.
Last year, author and parent Pamela Druckerman struck a bad chord among many American parents (naturally, since most American parents don’t think they have anything to learn from others) when her book "Bringing Up Bébé: One American Mother Discovers the Wisdom of French Parenting" hit the stands. In relating the observations of Druckerman’s book to her own experiences, author Judith Warner—who penned her own book “Perfect Madness: Motherhood in the Age of Anxiety” on these differences—noted that

...like Druckerman, I’ve often noted wistfully how French children know how to handle themselves in restaurants. I’ve envied how French children eat what’s put in front of them, put themselves to bed when instructed to, and, generally, tend to help keep the wheels of family life moving pretty smoothly. But the difference that struck me the most deeply, when my family moved to Washington, D.C., from Paris…how much emphasis French parents put on demanding they behave respectfully toward other people (See:  "Why American Kids Are Brats").

Such a difference is based on the general difference in expectations that French parents impart on their children during these crucial formative years. Basically, French parents have somehow managed to maintain the instinct for organic parenting, while American parents—at least the marginally responsible ones—tend to research methods of “better parenting” by spending money on parenting books and harking on the words of “experts”…both recognized and self-professed. For example, the French do not believe in changing the general family routine for the sake of a new baby. For them, the baby fits into the family. American parents seek to restructure reality to fit the arrival of a new baby. The difference is that because of this difference, French parents have more time for themselves. American parents on the other hand spend every minute indulging our children’ every want and need, which results in many feeling “overwhelmed” and thus unable to muster the fortitude and strength of will to discipline their children to the point of necessity. For the French, the happiness of the entire family matters, not just the children. For Americans, objective critics know from observation that all logic and reason tends to fly out the window when the welfare of an American child perceived not to be met. If an American baby is crying, whining, or throwing a tantrum because their “need” for instant gratification is not being met, we rush to their sides to find the cause; the French apply tough love to a fussing and/or crying baby, allowing them express their dissatisfaction in almost every case except of immediate needs (feeding, diaper changes, etc.). American children learn early on that if that act out, they can get what they want.  Of course, if a parent in America dared considered allowing a child’s temperament to rage unchecked, it would be considered an “abuse.” We here in the states want to meet every demand of our kids’ happiness. As a result, our kids develop a sense of entitlement rather than a sense of responsibility (or duty to family, as in the case of many Asian children). Now we have a nation of picky eaters (compared to French children, who like myself when I was younger, are taught to eat whats in front of them), obese brats, and guilt-ridden parents who overcompensate for "not spending enough quality time" with our children (which only spoils them even more).

And let’s not go into the lack of respect that American children have both each other and adults; those of us who have spent time working the public schools know and have experienced this firsthand. While American parents are quick to assume their children have been slighted by some perceived “disrespect” of an adult and/or authority figure, French parents start out parenting by emphasizing respect for and in front of adults (according to many observers of these differences, including Druckerman). French children are given very strict boundaries by parents who strictly enforce those boundaries, but are able to maintain a sense of freedom among their children. All-too often, anything goes in many American households. Many children are not given boundaries. And in the rare event that they are, they are enforced half-heartedly. And thanks again to an overstepping, overstepping “child welfare” apparatus in place here in America, many parents have been rendered impotent when it comes to being the voice of authority for their children. And children know this, and are able to take advantage of this enabling regime by dictating their own behaviors in the house that their parents (at least on paper) control. As an ex-case manager, I have heard from many American parents how they are forced to maintain semblance of control over their teenage children because of threats by their children to “call the authorities” on them if they even threaten to impose a level of discipline on them. And then we wonder why kids today have both the time and the mental/emotional wherewithal to make pipe bombs with the intent to blow up their schools (See:  "Prosecutor: Oregon Teen Planned Columbine-Style Attack at His School").

The late Bernie Mac discusses his approach toward child and teen discipline and instilling respect

American parents expect others to love and indulge their children they way that they themselves do, and this is not reality. The reality is that children are like farts; you don't mind your own, but those of others don't smell so good. American parents need to open their minds more and learn to consider thinking more like the French rather than themselves. Do what’s in your child’s interests, not what their desires demand…maybe then we wouldn’t have a nation of stressed-out social workers, teachers, juvenile court personnel, and—most of all—parents. As the old saying goes, "if you keep doing what you've been doing, you'll keep getting what you've been getting."

 See also: "ADHD, ODD, & Other Assorted Bull****!," "Adults...Children's Worst Enemy! Part 1," and "Adults...Children's Worst Enemy! Conclusion"

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ADHD, ODD, & Other Assorted Bull****!

Last week, there was word in the news that there has been a marked rise the number of children diagnoses with attention-deficit hyperactivity disorder ("ADHD On Rise Among Minority, High-Income Families").  The implication is that this rise in diagnoses of this accepted disorder reflects the recognition that many challenging behaviors exhibited by children nowadays can be explained away. But does clinical intervention explain away many negative behaviors in children?
Let’s face it…America is a blame-oriented society. During the last 25 years or so, we’ve come to routinely blame either some perceived and “foreseeable” circumstance or other individuals for anything that occurs that results in some real or imaginary harm to us. As soon as something happens—a vehicle crash, a spilled cup of hot coffee, or an intended compliment taken as a harassing statement—we’re burning rubber away from the scene of the perceived slight, headed to the nearest lawyer’s office. Our ultimate goal is to seek monetary redress for the irreparable “damage” to our egos, sensitivities, or the infliction of some highly subjective (and questionable) “pain and suffering” on our lives.
Aside from replacing baseball with a new favorite American past time—suing—such insane thinking has resulted in a new ethos among Americans. We have grown to attribute what happens to us on circumstances rather than our own individual short-sighted judgments or actions. This is a phenomenon that I have witnessed among America’s youth, day in and day out for the last 15 or so years that I have been working with them. And the most tangible example of this devil-made-me-do-it mentality are the results of our nation’s clinical health professionals over-diagnosing neurobehavioral “disorders” such as attention-deficit hyperactivity disorder (ADHD) and Oppositional Defiant Disorder (ODD).
No, I’m not a clinician as such. However, growing up in a time period where such “disorders” were not known or even identified as such, it’s hard for me to accept their validity as bona fide maladies. Back in my day, “hyperactivity” (as symptoms strings related to such currently acknowledged behaviors was called) was dealt with by the influence and coercive power of a social ethos that both reinforced self-discipline and responsible parenting. Back then, children who couldn’t seemingly sit still for some reason were not indulged with some new-age “understanding” of their “condition;” they were told to “sit down and stop moving.” And because most other children were told the same thing and reared in the same manner, the individual desire within these children not to stand out in such comparatively more rigid social times because of their behaviors was enough—more or less—to keep their actions in check. General thinking of the time helped to mitigate these issues to a great extent.
Parents, for the most part, were governed by a variation of this same socially-powered sense of responsibility when it came to raising children with these issues. This is to say that parents were more cognizant as well as sensitive to the potential stigma of being considered a “bad parent” by allowing their children to run amok in school and around the community. In the home, such rambunctious behaviors were oftentimes considered a sign of disobedience toward parents…and which simply wasn’t tolerated by parents who were both compelled and duty-bound—also by force of social expectations—to correct such behaviors (notice I said behaviors, not “affliction”).
True, there had always been some level of empirical medical science that validated the reality of some children having a “hyperkinetic disorder” as early as the 1960s (as ADHD was called back then), it was more or less identified within the realm of constant physical movements. Later, other “symptoms” were added to this phenomenon, giving it something of a psychological dimension. Now, verbal and cognitive impulsiveness were added alongside motor impulsiveness as a component of the condition, which lead to the belief that combined, these “symptoms” were related to behavioral issues. The new string of “symptoms” attributed to ADHD soon qualified it (somehow) as a medical diagnosis.
When Adderall and other psychotropic drugs were introduced in the 1990s to combat this now-recognized “medical/psychological disorder,” it sort of let parents off the hook for certain behaviors exhibited by their children. Not only did drugs provide a quick fix alternative to rambunctious and oftentimes out-of-control behavior that was at one time addressed by direct parenting, but gave many parents a medical validation of their children’ behaviors. And needless to say, children were just as eager to adopt an excuse for why they would choose to engage in such behaviors. And living in a blame-oriented society, both children engaged in behaviors excused by ADHD and their parents have seized upon this “out” as a means of justifying their actions and lack of responsible parenting, respectively.
The same dynamic plays out even more when it comes to ODD—the three-dollar bill of clinical diagnoses. In fact, as I work with kids questionably labeled with this get-out-of-jail free card, I often find myself asking, “What’s the difference between a child who has ODD and a spoiled brat?”
As a current case manager, former long-term substitute teacher, and older adult who remembers a time when those around me were not engaged in behaviors that could be written off as some form of neurological impairment, the hardest part of my position is to work within the parameters of (some) diagnoses I simply don’t agree with. While granted, I come across some children who’s behaviors definitely indicate that there is some crossed wires somewhere in their gray matters, many others are just the victims of (a) diagnosis that’s used as a general categorization of misbehaviors that our post-take-them-to-the-woodshed society is not willing to concede as being just another bratty kid in need of more direct parenting…and an occasional hickory switch to the their backsides!
I see my fair share of children who throw tantrums and hissy-fits whenever their parents tell them “no,” as well as those who seem to give Oscar-worthy portrayals as a deaf person when it comes to telling them to do something. For the minority among these children whom I would classify as being accurately diagnosed as having disorders along these lines, the drugs do make a great difference in their behaviors. But for many other kids whom clinicians decide to slap these labels on, I find it enables these children’ negative behavior, providing them with yet another excuse not to comply with (parental) authority. Furthermore, it absolves parents of responsibility for their children’ behaviors, as well as burdens teachers—already overwhelmed with other children and related-responsibilities—with having to deal with bad kids that medical “professionals” had decided are “learning impaired” and therefore, warrant special dispensation when it comes to expectations of learning.
The problem I have with ADAH, ODD, and other fairytale-like beliefs when it comes to our children’ behavior is that the criteria for making such assessments are totally subjective; they are defined entirely in terms of their symptoms, not in terms of some malfunction of the body. This is to say that a diagnosis of either of these imaginary afflictions are not based on objectively measurable factors, such as chemical imbalances or MIR scans of know behavioral maladies like chronic depression and schizophrenia (yes, I know about scans that "seem to indicate differences in the brains of ADHD children, but like the "gay gene," this is nothing more than uncorroborated medical speculation in children where the conclusion of ADHD is made simply by a doctor literally looking at them). They seem to be predicated more on moral judgments of social expectations.
Take for example criteria for diagnosing a “case of ODD.” Among the list of “symptoms” which indicates the presence of this “disorder” are: “actively defies often actively defies or refuses to comply with adults' requests or rules;” “often deliberately annoys people’ “is often spiteful or vindictive,” and so forth. Hell, that doesn’t sound a disorder to me…it sounds like Macaulay Culkin’s character description of “Kevin McCallister” from the Home Alone movies! The logical implication of this insanity is that if a child were exhibiting these characteristics toward home invaders instead of his/her parents, they would be applauded as rightfully “resisting criminals.” But since such behavior is at odds with teachers, parents, and other authority figures familiar to said child, it’s “recognized” as a “disorder.” Yeah, right.  Isn’t it funny that ADHD and ODD are characterized by unusual negative behaviors rather than unusual compliant behaviors?
As it stands, the over-diagnosing of these issues—I believe—are the result of a combination of changing social trends (i.e., emerging and competing schools of thought on how to raise children), the stronger emotional influence of the media, and the advancements in medical technology and research. I believe these to be valid factors contributing to the rise in diagnoses of both ADHA and ODD…when applicable. However, trying to validate a child’s negative behavior by giving it a clinical “cause” is license to children that that they have the right to defy parents and teachers…that there is a “valid” reason why they engage in such behaviors. In a sense, those who take this path of jaded and questionable thinking would be right, but not in the way they think. If everyone involved would go back to the levels of universal responsible parenting, along with the power of conformity when it comes to rearing children, the number of children and teens over diagnosed with these issues would dramatically shrink!

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Special Education in Public School (Or "Who's Pimping Our Kids?") Pt. 2

Continued from Part 1 (http://beyond-the-political-spectrum.blogspot.com/search/label/Entitlements)


And make no mistake about it…money is at the root of why budget-conscious school officials and parents of many low-income special education students seem to sanction this system of handcuffing their children’s futures. However the parents of many special education students—those directly responsible for their material and psychological well-being—and indirectly responsible for the decisions of school boards—are the most responsible for prostituting children for money.
With poverty rates and limited means of income being realities in many urban and inner-city (as well as a few rural) areas, money in any form, from any quarter has a level of value that transcends its intrinsic economic worth. And with many fathers absent in these same areas, single mothers, the more responsible of among those being overwhelmed simply trying to maintain body and soul, are left to care for children. The problem arises when these and other socioeconomic factors converge to create both conditions and opportunities for exploiting these students, even among those single parents who responsible and well-intentioned.
Now while I’m no psychologist, I know that people, children especially tend to learn at different speeds along a spectrum ranging from retardation to gifted. And just as there are variations in learning concepts, there are variations in personality traits along a similar spectrum that range from rare to the all-too-common. But too many parents confuse the most uncommon of these attributes with a “learning disability.” And, for whatever reason(s), obliging medical specialists tend to too easily diagnose any number of individual behaviors as representing “mental impairment”…and by extension, “learning impaired.” In response to this growing definition of a “disability,” the Social Security Administration in the early 1990s expanded the list of qualifying mental impairments for children that merited (a corruption of the word my personal experiences with special education) Supplemental Security Income (SSI) payments from the Social Security Administration. For many irresponsible single parents, any deviation from “normal” (i.e., “common”) behavior was seen as a potential diagnosis of some mental and/or behavior affliction worthy of SSI payments…”free money.” In more than a few cases, a diagnosis of ADD, ADHD, or any number of behavioral “disorders” are nothing more than cases of irresponsible or lazy parenting (somewhat understandable given the high incidence of stable households, absent fathers, and actual time to parent considering the need to sometimes work multiple jobs). In many areas of the country, these monthly payments made in the name of children with true mental/learning impairments as well as those who simply needs their hides tanned are euphemistically (sometimes pejoratively) called “crazy checks.
The entire motive of money helped me to understand the counterproductive policies I saw (and continue to see) in place, and the incentive that many parents have for maintaining a defense of this status quo. It helps me understand why there is no consistent attendance policy for special education students, many of them so disruptive and unruly that the teacher’s themselves don’t so much as bat an eyelash at their noticeable classroom absences; just so long as their “attendance” continues to garner state and federal funding. And on a related note, it helped me to understand why parents of disruptive students are so eager to come to their “special” child’s defense whenever a suspension or expulsion a possibility; in order to continue to receive “crazy checks,” a requirement of school attendance is mandated in many cases for these children. I experienced teenage felons—some with serious charges that included sexual assault, home invasion, and drug charges—being forced on teachers simply because their parents raised enough hell behind a principal’s closed door. I now understand why many teachers receive such a bad rap “for not educating our youth,” when many of our youth are simply not teachable in any traditional setting given the many distractions and systemic dysfunctions of their home environments. I understood how and why many parents of special education students have once-a-month (in the form of “crazy checks”) incentives to not make serious attempts to redress their children’s “disabilities.” Around the 3rd of every month, the day when SSI payments are received, I (and I’ll wager many of the teachers) got a respite from the stress many of these students caused us due to their skipping class to go to the store with their mothers to purchase new clothes, shoes, and other un-necessities. It was and continues to be striking to me that SSI payments are rarely, if ever used to pay for additional courses which would go a long ways toward addressing “learning impairment” in these children. It seems to me that the money would be better used in the form of a voucher for private and/or supplemental tutoring for these “learning disabled” children…Heaven knows the Ritalin isn’t enough. To many parents, these “special” children are financial mother lodes. I have seen in a few cases where all the siblings in entire families (including first cousins) are diagnosed to the point where the family is granted SSI for every child. Again, while I’m no clinical psychologist, I’m sure that families where every sibling is diagnosed as having impaired behavior issues speaks more to family and social dysfunction than to an organic cause.
My personal prescriptions for addressing this issue—which I’m sure most are not going to like—of those who would pimp our kids for the money their “special” status affords them is to simply take the “pimps” out of the equations. Disciple should be meted out according to a uniform set of state-mandated guidelines (or federal if states should be found lacking). In-class/in-school offenses that warrant arrest should result in automatic expulsions...no exceptions. Teachers have a hard enough time working under normal conditions. We don’t need to burden them additionally with jungle warfare-level worries about being attacked by students who know good and well that they can’t be struck back, or who know that they will be simply slapped on the wrist and sent back to the scene of their crimes. Personally, I would go so far as to create a database for those same students, so that they will not be able to just leave one district and go cause trouble in another. Other lesser offenses would be treated the same, not on a basis of how overbearing a parent can be. The responsibility for discipline needs to be taken out of the haves of administrators who are blinded by dollar signs
On a more direct front, parents need to be held not only accountable, but legally responsible for their children’s behavior. If they are willing to accept any benefits from their children’s diagnoses, then they should be also just as willing to accept any liabilities stemming from the same. Physiological capacity and freedom should not be the sole requirements to bear children; we allow individuals to enter the military at 18, become licensed drivers, get married, and drop out of school at 16 (in most states), but allow anyone at any age to have a child. Something about that doesn’t set right. And for many of the children borne to young and/or inexperienced and dysfunctional parents, you are reading the possible end result. We require pre-marriage counseling in many states, so why not the same for potential parents? Why not mandate parenting classes for those who would bring children to the world with little worldly experience themselves? The litmus test could be a combination of income, education (at least a complete high school education), and ability to provide materially and psychological welfare. Children whose parents do not undergo the prescribed counseling and classes risk having their children become wards of the state until they complete the requirements. Although I am a firm believer in individual liberty, it cannot be total and without restraint. If nothing else, the state of special education proves this.
Finally, the government should stay out of the business of interfering with child-rearing as it relates to punishment. Despite what New Age psychologists and sociologists say about them, there is nothing wrong with spanking. Children have rights, but they also have their place, and thinking that they are the equal of adults or questioning our judgment is not among them. Parents need to be afforded the right to discipline their children as they see fit, without abusing them. And before we start asking “Who says/What constitutes abuse,” maybe we should look to those sharp and witty social critics, Mathew Parker and Trey Stone.


Further Suggested Reading Related To Special Education

"Getting the Elephant Out of the Living Room: Finding Ways to Reduce the
Disproportionate Placement of Minority Students into Special Education"
Presentation at the OSEP Project Directors’ Conference 2006
Office of Special Education Programs, U.S. Department of Education. (2006).
Pedro Noguera, New York University
http://www.osep-meeting.org/2006conf/Presentations/Monday/4_Lunch/A_Keynote_PNoguera.ppt



"Keeping Black Boys Out of Special Education"
J. Kunjufu. (2005). African Images, Chicago, Illinois.
Reviewed by the African American Literature Book Club, Harlem, New York.

“This critical analysis looks at the disproportionate number of African American males in special education. Arguing that the problem is race and gender driven, questions covered include: (a) why does Europe send more females to special education?; (b) why does America lead the world in giving children Ritalin?; (c) is there a relationship between sugar, Ritalin, and cocaine?; and (d) is there a relationship between special education and prison? More than 100 strategies to help teachers and parents keep Black boys in the regular classroom are described, such as revising teacher expectations, increasing parental involvement, changing teaching styles from a left-brain abstract approach to a right brain hands-on approach, redoing the curriculum, understanding the impact of mass media, and fostering healthy eating habits.”
For purchase – Barnes & Noble:
http://search.barnesandnoble.com/bookSearch/isbnInquiry.asp?r=1&isbn=0974900028

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Special Education in Public School (Or "Who's Pimping Our Kids?") Pt. 1

About week ago, I found myself up late one night for no other reason than somehow my body’s timing was off (having taken an unplanned nap earlier that day, my usual sleep pattern was thrown out of kilter). Looking for something to nudge me back into my normal sleep pattern, I started flipping through the television channels only to locate a guilty pleasure of mine…South Park.
For those who know of the often controversial animated series, it uses bawdy, sometimes gutter humor to make social commentary about the often idiotic tendencies and beliefs we harbor as a society by skewering our most heartfelt beliefs via parody. On the night I was watching, Park was in rare form. Creators Matthew Parker and Trey Stone used their highly popular and successful vehicle to poke fun at an issue that is somewhat close to me…our predilection as a society to label any disruptive behavior found in our children with some alphabet-soup-laden title. In this particular episode, they focused on the absurdity of over diagnosing of children—at least in many kids—with Attention Deficit Disorder (ADD).



That episode of South Park sparked recollections of my personal experiences in the public education system over the years. During 2007 school year, I found myself in a long-term substitute teaching position student at an alternative public school for students who fell under the auspices of those needing an Individualized Education Plan (IEP), more commonly known as “Special Education” students. Working with predominantly black and/or low-income student, to say that this particular experience was eye-opening would be something of a criminal understatement.
First, I have to say that most teachers work under conditions that would rival the military in terms of stress, the pressures to meet deadlines and create tangible results, and scrutiny from those who have no clue what such a vocation entails. And on this latter point, I would wager any amount of money that those who criticize teachers—especially those working in city/urban-type settings—would be pulling out their hairs if they were expected to work under such trying conditions. Further still, if they work with Special Education students, they should not only be knighted, but given sainthood, and have a special place in Heaven reserved for their eventual arrival; they are literally expected to turn water into wine…without the enjoyment. That having been said, and after my own experiences in the public school system, I reserve my own criticisms for others involved in the “education” of special needs students…students, their parents, and administrators/decision-makers.
Back in the day when I was an elementary school student in the public schools, those we called “Special Ed” students were those with obvious deficiencies…those who utilized special equipment to assist them in their regular day-to-day struggles such as wheelchairs, leg braces, electronic hearing aids, or in extreme cases, human assistants. In other cases, the special education students were those who had afflictions that we didn’t understand back then, but whose episodes would disrupt the learning process of the regular classrooms, such as Turret’s Syndrome or Epilepsy. They were all placed in a classroom at the far end of the school building. They rode the “special bus.” Granted, in retrospect this segregation (as it were) created a level of social stigma among the regular students, it was hard to ignore the kid who wore the football helmet all the time, even in the off season. But in 1975, the Education for All Handicapped Children Act mandated "free and appropriate public education" to all public school students with physical, mental, or behavioral disabilities. That wasn’t the problem.
The difference between then and now was the 1997 Individuals with Disabilities Education Act (IDEA), which expanded the ‘75 act to include all children with disabilities—regardless of the type or severity of their disability—an education in the least restrictive environment. This essentially meant integrating “special needs” students with the general classroom (i.e., non-disabled students), with a minimal level of separation for special tutoring, instruction, or etc.
At issue is the expanding definition of what constitutes a “disability.” For example, there have been more than a few studies critical of the over diagnosis and the resulting over-prescribing of Ritalin for an increasing number of American children(http://www.cnn.com/HEALTH/9909/01/adhd.overdiagnosis/). For those significant number of cases where the diagnoses may not apply, it is suspected—and I’m very much inclined to believe—that these instances are nothing more than cases where parents don’t put their feet down insofar as punishment and direct parenting. In these cases, Ritalin should not be the first “remedy” of choice; I’ve always been partial to a more “natural” approach…a strong male father (or mother absent of the father) figure with the will and the legal sanction to use a hickory switch. While I’m far from the first person to believe that medical doctors, child psychologists, and other like professionals over diagnose and “discover” too many purported childhood behavior-related “disorders,” I am one of the few fortunate (or “unfortunate) enough to have experienced how such questionable medical practices adversely affects public education.
From my own experiences, integration creates a ready-made circus-like atmosphere in many classrooms, complete with “special” class clowns. The resulting dynamic is predictable; the focus of the teacher is shifted from instruction to maintaining classroom order and the attention of the already easily distracted class is commanded by disruptive “special education” students. And because of their special status, the disruptive students tend to be given a “pass” or light sanctions when their behavior warrants more. It doesn’t help that most parents are standing at the ready with a potential lawsuit cocked and loaded in the event that their “special” children are treated “differently than the other students.” And because of the increased levels of funding that special education students and programs which cater to them command from the states, it seems that there is a greater effort to keep them a part of the total student population, which further reinforces the kid-gloved treatment that they are given when it comes to their in-school behavior. The result is that learning suffers, grades and test scores suffer, and discipline suffers.
I can’t remember how many times I have seen the parents and guardians of disruptive students get phone calls from stressed-out and frustrated teachers about their child’s oftentimes reprehensible behavior, only to have those same parents return the teachers’ concerns with a chewing out, a justification, or an outright defense of their child’s behavior from these same parents. And of course, there is usually very little backing for the instructor’s recommendations from principalss and other administrators. The necessity of disciplining the unruly and/or instituting progressive actions meant to create a classroom atmosphere conducive to learning is irrelevant compared to the fear of giving upset parents any reason for either pulling these funding cash cows out of the school district—as if that were even likely in most low-income urban areas—or bringing legal actions against already cash-strapped school districts, no matter how frivolous, how much at fault lax parenting, or how undisciplined children contribute to this pathological dynamic of learning…such as it.

To Be Concluded...

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