Monday, November 11, 2013

Special Education in Connecticut: Parents, schools face labyrinth without clear solution

By Catherine Boudreau
Special to the New Haven Register
It was not until Alicia Gerbert’s son, Domenick, attended middle school in Stamford that she discovered he was reading at a second-grade level. Even though he had been identified with a severe learning disability years earlier, Domenick made little progress in public school.
Gerbert and her husband sought help from a special education advocate. After discussing his records and test scores, they all agreed Domenick wasn’t improving, and would not unless something changed immediately.
The Gerberts then went to a psychologist to perform further evaluations. The results were heartbreaking, Gerbert recalled, because she thought the school had been doing the right thing all along. And when Domenick’s fifth-grade special education teacher told Gerbert he would not do any better, she knew it was time to seek other options.

Read more here.

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