As a special educator director these first quotes caught my attention:
“In the 1960s and 1970s, society began requiring schools to customize offerings for students deemed to have special needs11” (p.34)
“Students who qualify for these designations typically require individual approaches, codified in an individual education plan” (p.34)
Discussion ensued about the high cost of this approach, and how the resource allocations to special education, create increasingly standardized one-size-fits-all, value chain (p.26) for students in general education, when in fact all students learn differently. There is the assertion that all students require individual plans. The State of Vermont Department of Educations think s so too (see A Framework for Transformation from the Vermont State Board of Education, 8/01/.08 ) Student Centric learning for all, enabled by affordable, easily used, modularized, technology is the hope.
How will this change happen? ( It is happening now and will continue to happen). In Chapter 5(p121) the authors talk about the development of innovative technologies that will allow less expensive, student-cenrtic modular systems for learning to be created and developed in a facilitated user network According to the author this change will start from without and/or on the fringes of an organization.(The “architecture”of existing systems are antithetical to disruptions). It will find a foothold with the “nonconsumers” (i.e. those with nothing to lose) and build until there is a “flip” to the new model.
Special Education and Individual Education Plans have always been “student centric”at least in intent. Innovation that allows for customized learning should blur the distinction between many of the students who are labeled “learning disabled” and “nondisabled” students.
For me the book articulated a common language and frame of reference for discussion within the BRSU.