JUST ONE OF THE GUYS; SPECIAL EDUCATION STUDENTS LEARN IN THE MAINSTREAM

Seventh-grader Jesse Dunavan says he really likes band and gets A's in science, but math and reading are hard. He participates in Boy Scouts and enjoys swimming.

Jesse is also one of the 682 students in Cape Girardeau public schools receiving special educational services. He has a learning disability; Jesse is of normal or above normal intelligence, but he doesn't learn the same way other students do.

It takes a careful formula of specialized help and classroom exposure to make sure students like Jesse reach their fullest potential, said Betty Chong, director of special services for Cape Girardeau schools.

Besides learning disabilities, Missouri recognizes 10 other exceptionalities in students, including mental retardation, behavior disorders and physical handicaps. Chong explained that Missouri requires students be labeled in one of the categories in order to receive special help.

"We look at what's best for the child; what can we do that is in the best interest of the child?" Chong said. Services for children with special needs begin in preschool and continue through high school.

Whatever the student's disability, a team of educators and parents work together trying to develop the right plan for each child's education.

In Jesse's case, the plan is working with textbook results.

Chong said, "I think this is a beautiful illustration of how we must work together and how it can work."

But the formula is not always easy to determine.

"I believe the school and parents have the same goals for these children," Chong said. "But sometimes the means of reaching those goals are different."

When the plan works, students succeed, Chong said. Just ask Jesse and his mother, Sheryl Dunavan, and his learning disabilities specialist, Diane Haggard.

Jesse said: "I like the new experiences here" at L.J. Schultz Middle School. Jesse said his grades are mostly A's and B's.

His mother said, "It's a real coordination of efforts that starts with the administrators when the child enrolls and goes all the way down to parents.

"I feel the special services he receives are vital to Jesse's academic success," said Dunavan. "It is complimented by the classroom teachers who are flexible and by teachers like Diane Haggard. Her room is like a home base. She provides a lot of emotional support."

While Dunavan is pleased with Jesse's progress and the program outlined for him, she closely monitors the situation.

Jesse attends regular classes for social studies, science, physical education, industrial technology and band. His reading, math and language arts classes are taught by Haggard.

"I'm thrilled to have Jesse in my room," Haggard said. "He has motivation I've never seen in a child with a learning disability. He works very hard and is not easily discouraged."

Haggard credits his parents with instilling that determination and sense of self-worth in Jesse.

"That's half the battle," Haggard said. "The weaknesses can be overcome because he is willing to try. It's awfully hard to teach a child if he doesn't believe he can learn.

"I try to enhance his strengths and teach him lots of strategies on how to think things through."

Haggard said Jesse "will probably go on to college."

Federal law requires that handicapped students be placed in the least restrictive educational environment possible. Placing handicapped students in regular classes is commonly called "mainstreaming."

Beyond the fact that it's the law, both educators and parents agree that it is good for special education students to be with their peers.

Dunavan said: "I know he feels more socially accepted when he's with his peers. And each teacher has his or her own strengths. It seems better for him to learn science from a science specialist."

Jesse admitted that at the beginning of the school year he was nervous about the seventh-grade classes he would be taking and if he would be able to do the work. "I found out I could do it," he said.

Haggard said handicapped students want to fit in like all seventh-graders.

Haggard said: "At this age they want all these books to carry around and to be like the other students. This is not a case of him being different; he just doesn't learn like everyone else."

Dunavan said Jesse began to have trouble with language skills when he was 3 years old. By the time Jesse was in second grade, he had experienced a lot of trouble learning to reading, she said.

He was placed in a self-contained classroom, which meant he spent more than half the school day with a learning disabilities specialist. As his skills increased he was classified as a resource student, as he is now. A resource student is mainstreamed more than half the school day.

Next year at the junior high school he likely will be in remedial reading class. The other special services he might need will be determined at the end of this school year.

Dunavan said: "We are really pleased with Jesse's progress at Schultz. It has worked out much better than we anticipated. He has learned to take his deficits and build strengths. That's what he has to do to succeed."