From Educational Leadership:
It was my first day as a special education teacher in Montreal, Canada, and my supervisor was taking me around to see some model programs in other schools. At the door of the first classroom, the teacher welcomed us warmly. As the eight students in the special education class looked on, she loudly proclaimed, “These are my slow students.” Thirty-six years later, I’m still haunted by this memory.
Certainly it would have been more diplomatic for the teacher to take us outside the classroom and give us this information. But I’m sure that the students knew why they were there. The fact is, all students in special education know why they’re there. They’re there (gifted students excepted) because there’s something “wrong” with them.
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