Understanding the Placements of Older Students in Early Education
While special education teachers are often involved in the academic and social development of young children, there is a growing concern around the placement of older students in early education classes. This article explores why certain older students, regardless of their specific disabilities, are not placed in kindergarten or grade 1 classes, and the implications for their social, emotional, and academic development.
Current Practices in Student Placement
Many school districts adhere to a standard placement policy where students as old as 9 are not enrolled in kindergarten classes. This decision is based on a recognition that such a placement could be socially and emotionally detrimental. For example, a student who misplaces a class due to learning disabilities, ADHD, or other challenges may struggle to catch up with age-appropriate peers, but this struggle is not necessarily a result of a severe intellectual disability. These students often require a different approach to learning, such as alternative presentations of material or accommodations to facilitate understanding and engagement.
Learning Through Different Approaches
Children with learning disabilities or ADHD, despite having average or above-average intelligence, may simply need the content to be presented in a different way to suit their learning style. Sometimes, these students are one grade level behind in a particular subject due to missing pre-requisite skills. Placing such students in a separate classroom with the right accommodations can often help them catch up without the need for separation from their age peers.
Behavioral and Social Implications of Misplacement
However, for students who are significantly behind in both academic and functional skills, a different approach is often necessary. Children who are two or more grade levels behind and face difficulties with functional skills are typically indicative of an intellectual disability and below-average intelligence. Keeping them in a general education class several grade levels behind is unlikely to help them. Instead, they may require small group instruction that is completely modified to meet their specific needs. In such cases, specialized classrooms are often necessary.
A notable example is a student I taught who had spent 5 years in the first grade and 3 years in the second grade in his home country before coming to the U.S. He attempted to enroll in the fifth grade but was instead placed in the ninth grade by LAUSD. This decision highlights the complex process required to properly place students who are significantly behind their age peers.
Nowadays, the process for enrolling such students typically involves grouping them with classmates of a similar educational level. This approach aims to facilitate better socialization and development, particularly for children who are already significantly behind their age peers. Traditional primary classes often keep students together until they are about 9 or 10, allowing them to learn at their own pace.
Implications for Social and Emotional Well-Being
Research has shown that placing significantly older children in early education classes does not lead to improved learning outcomes. Instead, it often results in a decline in behavior and emotional control. For these students, being placed in a specialized classroom with peers of similar academic and developmental levels is often more beneficial. This environment can better meet the unique social and emotional needs of children who are significantly behind their age peers.
Conclusion
Placement decisions in early education are critical for the social, emotional, and academic development of students. While younger children with disabilities often require supportive environments, older students who are significantly behind may need specialized classrooms instead. This approach ensures they receive the individualized attention and support they need to thrive.