Despite the recognition given to Chapel Hill-Carrboro City Schools, the results of an educational survey have sparked some concern that the system could be overlooking special-needs students.
At Thursday night's Chapel Hill-Carrboro Board of Education meeting, school officials presented the Exceptional Education Resource Services Survey.
The Office of Testing and Program Evaluation along with the Office of Exceptional Education collaborated during the summer to survey parents and staff concerning resources and related services offered to exceptional students in the district.
"Exceptional" denotes learning disabilities such as attention deficit disorder, hyperactivity, autism and dyslexia.
But several board members pointed to training regular education teachers on how to implement Individual Education Programs for children with disabilities as a major concern.
IEPs are specifically tailored programs to address the learning needs of exceptional students.
Of the nearly 340 staff members who responded to the survey, 60 percent said regular teachers are not adequately trained to teach several children with different needs in one classroom. "The teachers need to understand why these students need the interaction we're asking them to do," said school board member Gloria Faley. "It's not just about training but about changing one's heart, mind and perception -- it's a sensitivity issue."
But Margaret Blackwell, executive director for Exceptional Education and Special Services, said she does not want added training to become a burden for already overworked teachers. "There needs to be a good marriage between staff," Blackwell said. "We don't want to just put it out and have it be one more thing (for teachers)."
The Individuals with Disabilities Education Act, passed in 1975, requires public schools to offer all eligible children with disabilities a free, appropriate public education in the least restrictive environment to meet their individual needs -- all resulting in a student's IEP.
