Block · one region of the page, as the scanner read it. It may hold a whole story, part of one, several, or an advertisement; stitching blocks into articles is the next step. Text is supplied OCR.
Page 1 · column 5 of 9 · from the scan, no model involved
struction as did the old fashioned school marms in generations past who taught eight or ten grades in a single room. The only difference is that in her special education group, progress is measured by developmental level and skill mastery rather than by grade.
But no matter how it’s gauged, the difference between Betsy Coffey’s students in ability, in maturity and in educational attainment is staggering. Some will learn to read, balance a checkbook, drive a car and other skills necessary to get along in a complicated world. Others will learn only the arts of survival—how to dress, comb their hair and tie their shoes.
She has students classified as educable mentally retarded with near normal IQs and youngsters who are trainable with IQs of below 55. And this year, she has two students who aren’t retarded at all although they were labeled as such. Both have problems—one a severe learning disability and the other a serious emotional disturbance—that showed up as mental retardation following testing three years ago. Then during the required tri-annual reevaluation completed recently, the diagnosis was reversed. Next year, neither will be in a class for the mentally retarded.
Betsy Coffey works with Tony, a five-year-old who has
86.7%