It is with a certain grim satisfaction that I have been following the stories about the Seattle schools’ special-education program. [“Seattle falling behind on special-ed reforms,” page one, Aug. 7.]
Most of your readers probably assume this program only serves a small number of kids in “special-ed” classrooms, the kids with profound learning difficulties such as cerebral palsy or subnormal intelligence.
The good news is that my daughter is extremely bright. However, she has also been diagnosed with severe attention deficit hyperactivity disorder (ADHD).
I tried to get help for her from the Seattle Public Schools in every way I could. The counseling staff told me they “couldn’t do my parenting for me.” One of her teachers suggested she be enrolled in a special-education classroom.
My daughter is almost done with community college now, and doing well. Ironically, the community-college system has given her more help than her other schools ever did.
Parcae Morford, Seattle