Have schools been giving students enough individual help -AJ

• In schools kids have been known to learn at their own paces and be taught at the level which they stand at. These different paces could be if a kid had trouble keeping up with their class's basic curriculum they would normally be assigned to a special help class where they lower the expectation and take the stress of trying to keep up off their shoulders. While, others may be outstanding students and are always ahead of their regular class for their subject are often promoted to an advanced class where the border line expectation is raised to an even higher standard. Kids have know been grouped by what teacher and principals may think, so they are the ones to judge whether a student should be kept in a basic class, a special help class, or an advanced curriculum class. A new problem has occurred asking if schools are giving enough individual help or not.
• Many parents have stated that their child or children may have not received enough individual help at their school. For example, a father in Oklahoma would support that his son's school has not been giving enough individual help. His son was 8 years old in third grade when he was diagnosed with brain damage. When he was born they had found out that he had some dead brain tissue that caused him to lose some brain cells at the end of the third grade. The doctors had at first recommended to see how the boy does in his school. When the kid went back to school he came back the first day saying that the teacher told the class about his condition, and that he made a lot of new friends that day. The father had noticed that his son was socially fine. The next day his son had his first test, and when it was graded he had taken it home to show it to his dad. His son had ended up with a 40% and he found out that it was the basic curriculum. He asked the teacher if she could give him extra help, but she said to follow the doctor's recommendation to study under the regular class curriculum for the first semester.
• When the first semester had come to a completion the father had been very upset at his sons failing grades, but he had expected it because the curriculum was to difficult for his son to process. He finally had a discussion with the teacher and she moved his son to a special help class where the standard expectation is set lower than the average. When his son made it to the special ed he he had been helping his kid with his home work from his new special education teacher. The father's son had been given his first test to see what he knew, and he showed his dad that he had received a 65% on it. He had been continuing with that class, and the teacher gave out the grades. The father was surprised to see five d's because the expectation was set lower. The kid said that all his new teacher did was give them easier tests and worksheets than the basic class, but he never individual attention. The father who wasn't happy had to transfer his son to a new special ed. school because of the bad focus of teaching in the previous one.
• On the other hand many parents believe that schools have been fitting and have given individual help for students. Many parents say that their kids have been falling back in studies, so nowadays schools have given options to chose what standard special education class they would want their kids to be attending. They can also choose which standardized curriculum to chose for their child. If a student has been really good in their basic classes and the teachers and principals have acknowledged that, then parents can choose what specific type of advanced class they want their child to be attending. Kids can even go to the next grade for an advanced class if they are that academically good.
• Kids have Nowadays been grouped in school in such ways of how much intellect they have, and what their mental capacity is at. Schools have know been developed enough to adjust to any students level of intellect. Such as, special ed classes or advancement classes including students above average. Parent have argued whether or not schools have been benefiting their child's academic needs, so many school administrators have enforced immediate changes for the better.