Special Education for Poor Readers

Every time I think I’ve read the last possible revelation of a failed California public school program, a new one emerges (Twice Failed series, Dec. 12, 13 and 15).

Now it is reported that more than half of special education students find themselves so pigeonholed because they have not been taught to read. It seems they do not receive early instruction in the basics of phonics and eventually find themselves lumped with children suffering from mental and emotional handicaps.

Earlier this year, The Times reported that two-thirds of the blind are functionally illiterate because Braille was replaced with audiotapes 20-some years ago. Then there were new math, bilingual education, elimination of dress codes and countless other bad ideas.

Fifty years ago the American public school system was the envy of the world and California schools were the envy of America. Someday we should learn the names of the educational elite who have given us the failed programs that have damaged the lives of so many millions of children. I think they have earned that recognition.

THOMAS W. ECKER

Los Angeles

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I had to laugh when I read about the wonderful special education programs offered by the Elk Grove Unified School District near Sacramento. My children attended school in this district for five years. In trying to obtain services for my child, I was stonewalled, lied to and treated rudely, especially by school psychologists.

After we moved back to Los Angeles, I was advised by an acquaintance who works for LAUSD that the only way to get action was to hire an attorney. We did, and doors started opening like magic! We were disillusioned by the quality of our local high school and decided to home school. It has been the right choice for us. I realize that not every family has the resources to hire a lawyer.

JANE KIMBALL

San Pedro

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The articles about special education point out the need for additional funding at the federal level. For 25 years Congress has promised to fund 40% of the cost of special education, and for 25 years Congress has failed to keep its promise.

The fulfillment of that commitment would wipe out the current $1-billion annual deficit in special education, would provide $800 million in additional funds for special education and make available $1 billion for general education. The additional funding could then be used by our schools to tackle the reading problems The Times discussed, improve school facilities and work on raising test scores.

RONALD D. WENKART

General Counsel, Orange County

Dept. of Education, Costa Mesa