99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
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SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views
shared by izz aty on 16 Nov 14
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most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
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A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
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Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
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When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
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To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
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Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
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this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
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it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
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Newly arrived children then also follow one full day of learning Swedish as a second language
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In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
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the school offers individual support for underperforming pupils
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the school is also cooperating with the municipality, health care facilities and social services
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Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views
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Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
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statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
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A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
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Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
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third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
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Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
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increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
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nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
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At the political level, inclusion is not raised as a goal to be sought
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it is understood as a state that has already been achieved, because all that is possible has already been done.
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The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
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Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
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A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
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The academic world of special education has traditionally taken a conservative stance towards inclusion
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Very recently there has been observable some change in the discussion
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First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
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Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
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More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
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If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
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Finland is a black sheep in the international movement on inclusive education.
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The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
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There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
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In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
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There are no visible interest groups questioning this ongoing development.
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The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
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The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
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the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
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The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
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The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
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The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
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ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
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The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
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During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
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School began at the age of seven and continued until an age 16
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School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
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Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
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The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
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A new profession of special education teachers, professionals without a grade level class responsibility, was established.
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In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
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The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
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From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
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The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
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There was not, however, a true change from categorical to non-categorical special education.
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First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
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Second, local municipalities began to develop new, more medical, special education categories.
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Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
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During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
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One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
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For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
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Disability category 2002 2008 N % N %
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Autism and Asperger syndrome 679 2.0 1408 3.0
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An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
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A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
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This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
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The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
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proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
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The last ten years have witnessed a rapid growth of segregated special education in Finland
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Year Total SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
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2008 561 061 47 257 8.4 2.3 6.1
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1998 591 679 21 826 3.7 0.3 3.4
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Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
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Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
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During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
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the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
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The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
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The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
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Large towns slightly more often use special class placements than rural schools
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While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
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Large towns also relied more on separate special schools (Memo, 2006)
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In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
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The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
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The significant distances in the countryside of Finland explain why integration is more common in rural areas.
No child left behind: (Relative) equity in Finnish schools - Inside classroo... - 0 views
shared by izz aty on 21 Nov 14
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not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
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The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up.
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In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing).
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There are two types of special classes. The type described above is called the E class, and there is one in each year. These classes are smaller than the others, and they have the same teacher for most subjects (who should be a qualified teacher with an extra qualification in special needs, but in practice these are in short supply). Students can move in and out of this class, but in practice they usually stay there for most subjects, occasionally joining another class if they have a strength in a particular area.
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high expectations of all students, and these are to meet the objectives set out in the national curriculum.
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These mixed ability classes would be difficult for teachers to handle if it weren't for three things: thorough teacher education - teacher training includes a significant focus on differentiation and how to support students at all levels;small class sizes - the estimated average size is 14.1 (although some research suggests class size doesn't affect student performance); anda well staffed student support system - special teachers that provide in class support and take out small groups are qualified teachers with further qualifications in special education.
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all classes are mixed ability.
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Those with severe or specific special needs still attend mainstream school, but are in a class of their own somewhere in the district. Each school has its own specialism. This may mean travelling a little while to get there, as only one or two schools will have an autistic class for example.
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There isn't really special provision for gifted students
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brighter students help struggling students in class which enhances their own understanding
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if students are motivated, you can't stop them learning - gifted students will take the books and teach themselves (one of the teachers who told me this had four degrees but had come from a tiny school in the countryside).
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Finland has only small differences in performance between schools (a measure closely associated with equality), and most students go to their local schools (to age 15).
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Selection only happens in two situations: where students are applying to language emersion schools (and the student has to speak the language to a certain level), and where students are applying for a certain class in a school that is the school's specialism, such as Music or Sports (these classes have the same basic curriculum with additional Music or Sports lessons). There are no grammar schools, and very few private schools (and even these have to follow the national curriculum).
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Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views
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Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
Equity, democracy, and neoliberal assaults on teacher education - 1 views
www.sciencedirect.com/...S0742051X08000656
american special ed high-stakes testing neoliberalism education globalisation democracy teacher education
shared by izz aty on 18 Oct 14
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Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed
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what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development
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three neoliberal pressures teacher education: (1) away from explicit equity-oriented teacher preparation, and toward preparing teachers as technicians; (2) away from defining teacher quality in terms of professional knowledge, and toward defining it terms testable content knowledge; and (3) toward shortening university-based teacher education or by-passing it altogether. It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism.
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Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed.
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neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed
Being Poor - Whatever - 0 views
whatever.scalzi.com/...being-poor
poverty society culture community politics economy finances education reference
shared by izz aty on 25 Jan 13
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Walco Solutions liked it
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Being poor is getting angry at your kids for asking for all the crap they see on TV.
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eing poor is relying on people who don’t give a damn about you.
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Being poor is not taking the job because you can’t find someone you trust to watch your kids.
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Being poor is the police busting into the apartment right next to yours.
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Being poor is needing that 35-cent raise.
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Being poor is your kid’s teacher assuming you don’t have any books in your home.
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Being poor is crying when you drop the mac and cheese on the floor.
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Being poor is people surprised to discover you’re not actually stupid.
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Being poor is people surprised to discover you’re not actually lazy.
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Being poor is a six-hour wait in an emergency room with a sick child asleep on your lap.
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Being poor is getting tired of people wanting you to be grateful.
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Being poor is deciding that it’s all right to base a relationship on shelter.
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Being poor is feeling helpless when your child makes the same mistakes you did, and won’t listen to you beg them against doing so.
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Being poor is knowing where the shelter is.
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Being poor is people who have never been poor wondering why you choose to be so.
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Being poor is knowing how hard it is to stop being poor.
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Being poor is seeing how few options you have.
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Being poor is people wondering why you didn’t leave.
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Being poor is staying with a man who beats your kids because you can’t afford to keep them out of foster care without his salary.
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Being poor means making decisions like “is stealing food a sin” outside of an ethics class.
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Being poor is realizing that heating and eating will probably be mutually exclusive this month.
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Being poor is discovering that that letter from Duke University, naming you as one of three advanced students in your class invited to test out of HS early into their scholarship program, is just so much firestarter because the $300 it costs to take the test may as well be $3 million.
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Despair is finally realizing, at nearly 36 and with a barely-afforded AA in English from a community college, just where you could have been by now had you had $300, and what that missed opportunity has truly cost you.
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Being poor is understanding that the lowest, poorest, starvingest time of the month for anyone on public assistance is exactly when Katrina hit.
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Being poor is taking a cash advance from the credit card–to pay the credit card minimum bill.
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Being poor is trying to decide which one of you gets to eat today – the one of you that is pregnant or the one of you that can work.
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Being poor is a sick, dreadful feeling of your stomach dropping out when the phone rings, because you know it’s a bill collector and you know you’ll pick it up anyway on a one in a million chance someone does want to hire you.
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Being poor is laying down because it hurts to breathe and you are pregnant, but you can’t afford to go to the hospital.
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Being poor is crying when $50 bill you didn’t expect gets taken from your paycheck.
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Being poor means never forgeting that the bills aren’t paid.
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Growing up poor is spending the rest of your life trying to escape (and never realizing that you have)
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Being poor means looking at life in such a different way that most people can’t imagine it.
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Being poor means being grateful that you’re living paycheck to paycheck.
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Growing up poor means you feel guilty when you escape, because your siblings didn’t.
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Being poor means saving the plastic containers and jars from yogurt or spaghetti sauce so you can take milk with you to school in your lunch after they lower the income limit for free lunches and your mom makes $3 more than the limit.
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Being poor is choosing between the lesser of two evils and not realizing it.
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Being poor is a motivator to never be as poor as your parents.
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Being poor makes you appreciate everything you’ve earned.
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Being poor gives you the ability to look at supporting your still poor mother as an honor not a burden.
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Being poor is worrying that someday you will wake up, find yourself lying beneath a blanket in the back of that station wagon and realizing that your escape and rise was just a dream.
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Being poor is a month with 28 spaghetti dinners, 2 invitations over to eat, and a day without.
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Being poor is carrying your fiancee to the hospital to miscarry, then using their phone to call around for someone to take you back home, since there aren’t beds for Medicare patients.
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Being poor is wondering what sort of fool drops a penny on the ground and doesn’t pick it up.
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Being poor is wondering what to say when your friends ask you to join them for coffee in the campus coffee shop, and you can’t because you thought you had a couple bucks cash but you must have left it in your coat at home, and so you have to use all the change you dug up from under the seat for gas to get home after classes.
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Being poor is pretending to any major, religion or career interest to get free pizza on campus.
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Being poor means dreading getting a Christmas present from the Fireman’s Charity, because you’ll end up on TV and everybody at school will find out.
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Being poor is wearing the same dress to school every day for four months, then getting “new” clothes from the church for Christmas and changing your clothes three times in one day because you can.
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Being poor means not being able to take a better job because the shift ends are after the busses stop running, and you don’t feel safe walking the two miles home after dark.
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Why is is so hard to remember poverty once you get past it, if you get past it? Why is it so hard to empathize with poverty if you have never had it? What the hell is wrong with us?
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Being poor means learning firsthand the meaning of words like “eviction,” “garnishee,” “repossess,” and “transient motel.”
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Being poor means paying a premium on food and goods at local stores that jack up prices for being in a poor neighborhood, or simply because they can.
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Being poor means buying bread at the “day old store” even though it’s a lot older than one day.
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Being poor means paying high prices for exprired meat at the bodega, because there isn’t a supermarket chain willing to open a store in your neighborhood.
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Being poor means your 10 cent an hour raise is almost negated by the 25 cent increase in bus fare.
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Being poor means watching your disabled child get worse and worse because you can’t afford the therapies.
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Being poor means having your life gone over with a fine tooth comb to see if you’re bad enough to help.
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Being poor is feeling ashamed when your ‘peers’ slam WalMart, and talk about buying organic, and the horrors of driving gass-guzzling cars, all while wondering why you repeatedly find ways to not join them at $15/plate social dinners.
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Being poor is avoiding spending time with people you care about, because you don’t want to have to answer “how are you doing?”.
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Being poor is having your best friend’s mother compliment her for hanging out with you–shows good moral fiber, don’t you know.
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Being poor is having your mum scrimp and save to get you the latest “in” thing, just as it goes out of style. (But you wear it anyway, so she doesn’t feel bad, and then all the kids at school make fun of you.)
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Being poor is being the family that everybody knows it’s okay to pick on.
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Being poor is having your house egged and a firecracker tossed through your front door because some kid thought it was funny.
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Being poor is losing your special lunch card and seeing the snotty kid across the street find it, chop it up with scissors, and return the pieces to you.
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Being poor means going to a church school on a Pell grant and trying to get your associate degree in one year, because you know your sibs are close on your tail, and your family has barely enough money to send you.
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Being poor takes time. Time to wait in line for the reduced-price clinic while gathering all your paperwork, and hoping you have it in order so you won’t be sent home to get one little slip of paperwork. Time to wait in line at the food bank, where people fight to get to the one box of expired Entemann’s first. Time that you spend walking back home or waiting beside your POS car because it broke down for the umpteenth time. Time that you spend at your minimum wage fast food job after hours because you really don’t want to go home, and the manager might just feed you.
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Being poor means that if you pull yourself up and stop being ‘poor,’ you will still be struggling and behind, because a large chunk of your money will go toward cleaning up all the stopgaps, mistakes, and overcharges you accumulated when you were poor.
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Being poor is everything gets washed by hand in the bathtub with the smallest amount of dollar-store detergent.
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Being poor means choosing between a cup of coffee, a newspaper, or a load at the laundrymat. You can’t have all three, or even two of them. ever.
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Being poor is everything must be mended, pinned, taped, glued or stapled for a little more use.
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Being poor means two or three jobs, and never enough time, sleep, or money. never.
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John, thanks for this. This is so spot-on it hurts. And I don’t have to do any of these things any more, but you really don’t ever forget what it’s like to do them.
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Being poor is really, really pushing your two-year old during potty training, because diapers are really, really expensive.
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Being poor means that you laugh hysterically when you watch the financial planning segments on the Today Show, because the thought of starting a college fund for your child is so far beyond the pale that if you don’t laugh, you’ll start to cry and you’ll never stop.
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Being poor means that three years after you’re not poor anymore, you still know exactly what everything costs; you still feel like a dinner at Chili’s or even Wendy’s is a huge splurge; and you still feel like you can’t afford to buy a six dollar belt at Target. And you still buy ramen.
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Being poor is obviously your fault, even though the biggest, fattest reason you had to file bankruptcy in the first place was because your husband frivolously got cancer while laid off. How silly of him! And then he couldn’t find a new job until he was done with treatment because oddly, employers are shy of hiring bald, vomiting people with IV ports taped into their arms.
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Being poor is being horrified when you see a very young person from your area with an arm, neck, or hand tattoo, not because corporate America generally bans such things… but because fast-food and retail America does, too.
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Being poor is being bumped by somebody carrying a Prada tote bag on your way to pick up your paycheck… and instantly realizing, without having to calculate, that in terms of actual cash value, the tote bag is worth far more than the paycheck.
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Being poor means selling blood plasma and signing up for every medical experiment they’ll let you into, and breezing past the disclaimer form because, really, are you going to give up $100 just because you may be risking injury or death from whatever they’re giving you?
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- Being poor is spending money you know you don’t have on a candybar because you need something to cheer yourself up enough to get out of bed.
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Being poor is sleeping everyone to one bed so you’re a little bit warmer.
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Being poor is having friends who’s parents won’t let them sleep over because you live in that part of town.
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Being poor is not caring that starchy carbs are bad for you, rice and pasta are cheap, and it’s either that, or nothing at all.
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Being poor is the lunchlady feeling bad for you so she sneaks you leftovers from after all the classes have eaten, for you to take home for dinner.
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Being poor is learning to like skim milk because it’s a nickel cheaper than whole.
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Being poor means your husband is working – when he can get work – at Labor Ready, and you’re at the food bank. Being poor means your husband is sharing his main meal of the day with someone who hasn’t eaten for three days.
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Being poor is rejoicing the fact you miscarried
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Being poor is becoming a stripper just to make the rent, and hating yourself for it.
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Being poor is washing up in public bathrooms and sampling fragrances at the department store so you don’t smell bad.
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Being poor is sleeping in stairwells.
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Being poor means mom and dad do not sit and eat dinner with you. They eat after the kids are done with what’s left. Dad’s dinner is wiping clean the bits from the frying pan with a piece of bread.(He still does that out of habit just like grandpa.)
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Being poor is not having sex because you can’t afford birth control and you’re smart enough to not get pregnant
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Being poor is rejoicing in the fact that after five years, the color of your expired vehicle tags has cycled back around, and there’s less of a chance of getting pulled over for your 2001 tags.
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Being poor is counting your food money for the week and knowing you will have to walk the two miles to the grocery with three children under the age of six.
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Being poor is hearing your daughter tell you twenty years later that she finally realized that ‘Mommy already ate, sweetie’ was a lie.
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Being poor is not being able to afford to pursue the ex who owes you child support.
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Being poor is having a judge give him custody because HE isn’t poor.
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Being broke is making a meal and sitting the kids down at the table, and sipping a glass of watered down powedered milk while they eat.
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Poor never seems to leave us completely. No matter what we do or have done, we will always be haunted by the tears and shame of poverty. The worst part: even if our kids escape, THEY REMEMBER forever. A legacy we’d rather not give.
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Being poor is having someone tell you that if you own _____ (A car, a TV, a bed) then you really aren’t poor, & realizing they’re either stupid, or worse off than you
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Being poor means a 4 hours of commuting for a 6 hour shift.
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Being poor means putting a beloved pet to sleep because you can’t afford the vet bill.
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Being formerly poor means that your never-poor spouse resents the hell out of the fact that you still give your mom and siblings money – money that could have gone to “our” family. It means your spouse never quite thinks of your family as her family too because the resentment is there.
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Being poor is throwing up six times a day because you are pregnant and don’t have health care. Being poor means that you can’t even scrape together enough change to ride the bus to the neonatal clinic, and it’s the middle of summer and too far to walk. Being poor means pondering an abortion because you know everybody around you is equally strapped for cash, you only get one meal a day, and you don’t see that changing in the immediate future. Being poor means after much tears and thought, when you finally decide to have the abortion, you have to borrow the money to get it done. Being poor means that if you’d kept the baby, some rich people would accuse you of abusing the welfare system. Being poor means that by getting the abortion, some rich people accuse you of murder. Being poor means weeks of crying and hating yourself.
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being poor is mom and dad being humiliated saturday and sunday to pay your failed attempt at the american dream, because first you’re not american, second you are not rich, third you are not america educated, and all those dollar-master slavering world wonderpeople can tell you, making fun, is: born in the wrong country pal, hahaha.
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being poor is working hard and never had worked enough.
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Being poor makes you appreciate the value of free napkins, plastic food utensils, matches, condiment packages, plastic bags, or any other giveaway item of use in the home.
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Being poor means never having leftovers.
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FYI: Nick Mamatas has a few additions to the list (from an international perspective) here.
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pictruandtru: you, more than anyone else here, need to read John’s article over and over again, until you get it. It was you he wrote it for. Being poor is people wondering why you didn’t leave.
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Being poor (or having been poor) means you know that if there is a devistating economic crisis, you will know how to survive when those who never were poor are paralized with fear. Being poor is knowing you are strong and resourceful.
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As a born-and-bred welfare kid raised by TV and cheap supermarket off-brands, I see my mother in many of these statements. She worked so hard to raise herself out of crushing poverty, with little or no useful help from the government or well-meaning “liberals” with social-science degrees that I can only shake my head and wonder how it was I got out of the poverty trap at all. I think I was just lucky. I also happen to be white and male, and I’m reasonably sure in today’s world this is a certain advantage.
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Being poor means that someone who has never been poor will never really understand what it’s like.
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Being poor means you no longer have to fill out the forms at the ‘payday loan store’ because they have your information memorized.
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I joined the military so they would fix my teeth. I brushed everyday. And flossed. But never had dental insurance. Only got cleanings maybe once in my childhood.
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The point is when something goes wrong, for whatever reason, being poor means your options are limited, and what options you have are often likely to cause you pain.
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Being poor is not having any margin for error. The problem is that life only rarely lets people get through it without error.
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When you’re middle-class or well-off, you can absorb a certain amount of the crap life throws at you. When you’re poor, you really can’t.
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Being poor means understanding that Internet flamewars are a tragic waste of time better used bettering yourself. Use that time and effort to build yourself up rather than tear a stranger down- you’ll feel better afterward.
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Being poor means being stuck around people who want you to continue to be poor.
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Being poor means not being able to take advantage of all the really great sales that come along — because they only seem to happen when you don’t have the money in hand.
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Being poor is having the grocery store checker give you dirty looks and make comments to the next customer about “my tax dollars being wasted” when you use food stamps to buy a day-old cake on sale and a package of birthday candles for your child. Being poor is being overwhelmingly grateful that the next person in line says to the checker, “I can’t think of a better use for my tax dollars than to pay for a poor child to have a birthday, you heartless prick.”
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I still use tea-bags twice. I won’t eat ramen, because I ate far too much for too long. I consider myself well-off because I have a lot of books and I never skip a meal. I know exactly how much things cost, and shop at two supermarkets because one has cheaper prices on produce and meat, and the other has cheaper canned goods. And I know the usual price of everything I buy on a regular basis, so I know whether the “sale” price is really a good deal. And when it is, I stock up, just in case.
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I worked for a bank for a while after finishing my bachelor’s degree, and here’s what I learned: Being poor means the bank doesn’t want you as a customer. Being poor means you will pay the highest fees for every service. Being poor means you will pay the highest interest on any loan. On the other hand– Being rich means all service charges will be waived on your accounts, because you’re a preferred customer. Being rich means never waiting in line, because the bank manager greets you when you come in and takes you to a customer service representative who handles your transactions.
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Being poor is knowing how to sew.
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Being poor is having a lower Social Security number than your classmates in high school, because you had to get one young to get welfare.
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Being poor is finding prostitution a valid way to pay the electrical bill, and then lying to your spouse about where the money came from.
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Being poor is exploding at the old lady who has taken all the 20c bread at the day-old store to feed to the fraggin’ SQUIRRELS.
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Being less poor is living close enough to work and the store and the library to walk and NOT have to buy gas.
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Being less poor is 10c for a packet of seeds that produces zucchini in your yard all summer.
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I tell you this not to display my saintliness, but to put into perspective a conversation I have not infrequently with other members of my profession: ME: …no, I’m really tense about this case. If we lose, Mrs. Smith and her nephew have nowhere to go. She’s on a fixed income. What if I screw up and it costs them their apartment? OTHER LAWYER: Wow. Well, it could be worse. I mean, what if it were a big commercial-litigation case, and you screwed THAT up, and lost twenty million dollars for the client? At least the pro bono cases are over, what, five hundred dollars or something? (Pop Quiz: do you think the Other Lawyers who make such remarks have ever been poor?)
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Being poor means you don’t count (unless you are pretty).
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Being poor is never looking down on a man begging for change, mainly because you have seriously considered doing it.
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Being poor is having the luck and luxury of growing up rich and having no resources whatsoever when you are tossed out of your parents house with no money for “the gay thing” because it’s an embarrasment to daddy and his ilk.
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Being poor is making the rent and bills by six dollars and not having any left over for grocery shopping that week because that six dollars is for gas to get to work.
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Being rich to poor means your parents make too damn much for you to get student loans so you have no way of getting any help, whatsoever.
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Being rich to poor means that you can’t fathom how your family of two that you no longer live with lives in a 5500 square foot house.
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Being rich to poor is your dad telling you it’s strange you don’t have a car, when you are paying for college on your own and he has just bought your younger, non-gay sibling, a BMW.
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Being rich to poor is when your father visits your new apartment – the one you’re making it all on your own in – and tells you to move because you’re living “in a ghetto” as he drives home in his Mercedes.
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Being poor means burning in shame because this is the most you could afford and you spent hours cleaning before he arrived.
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Being rich to poor is being too ashamed to leave my name on this.
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And being poor means you will probably be punished because you *did* leave
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Being poor means teaching yourself to not notice feeling hungry.
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Being poor means people making fun of your weight and calling you “anorexic” when you’ve been unable to have more than one meal a day.
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Being poor is knowing you’re always under a microscope: Human Services, Housing Assistance, Social Security…but also, your friends, your family, and strangers who seem to think you’re lazy, unmotivated, or stupid for being in the situation you’re in.
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Being poor is scraping enough money to go home to your family for Christmas and not having any gifts for them.
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Being poor is using your stamps to buy pints of milk in glass bottles, then sitting outside of the supermarket, drinking the milk, rinsing out the bottle, and trading it in for a dollar cash so you can afford the co-pay on your prescriptions.
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Being poor is never being able to afford to see a doctor for monthly cramps so bad they make you miss work; spending month after month for years hoping they just go away; and then finally getting seen and told you’re going to be infertile for the rest of your life, and that you could have avoided this had you come in sooner.
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Being poor is sitting on a dusty brick sidewalk with a cheap recorder and a Goodwill hat, enduring snotty yuppie tourists, high school boys who make innuendos or say “get a day job”, police officers saying “You’re not doing anything illegal, but…”, and threats of physical violence from drunks, all in the hopes that someone will deign to put a dollar in.
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Being poor is realizing that you will do just about anything necessary to feed your kids, including giving a blow job to a guy for $10.
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Fifteen years ago, when I started in at a school, the packed that home room teachers got contained for each kid on opening day: 1 schedule, 1 emergency info form, 1 student handbook, 1 athletic dept. handbook 1 insurance form (AD&D plus emergency med. for school-related activities) and for a class of 20, three or four free/reduced lunch forms. You were supposed to give these to the students who asked for them, and get more if they weren’t enough. No one understood why I threw a hissy fit and made sure that there was one form per kid, just like all the other paperwork. Sometimes things do get slightly better. We now have cafeteria swipe cards, and the free kids and paying kids both just swipe their cards. The difference is that the paying kids have to top off their card balances with cash periodically.
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Being rich to poor is your father casually talking about a utility bill that is the cost of your rent.
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Being rich to poor is your father casually talking about half your years wages that he made in a week’s time.
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Poor is living next to a crack house, being on a first name basis with the local prostitute, having murder weapons tossed in your back yard, and running from gangs.
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Living in a house that’s literally falling apart. I used to get snow in my bedroom and water during thunderstorms.
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By Katrina standards, however, my family was rich. We would’ve been able to evacuate. We had credit cards and family that would’ve helped us.
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America, the land of opportunity, so long as you aren’t poor.
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Being poor is hoping your bike doesnt break during your one hour cycle to work.
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Being poor is walking for 3 hours to get to work because your bike broke.
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Being poor is coming up with a different excuse every day why your not going to lunch (& dont eat any).
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Being poor is thinking about the man who propositioned you while you were walking home some time back, and wondering just what he wanted to do to you or have you do to him, and how much he might be willing to pay for that.
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Being poor is eating government commodity white rice with salt and pepper from packets that you kept from the last time you had fast food, and telling yourself that you actually prefer it that way.
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Being poor is thinking of job benefits not in terms of health care, vacation, or retirement plans, but in terms of leftover or past-expiration-date food.
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Being poor is being furious at the job interviewer who tells you that they won’t give you the nine-to-five office job because they don’t think that you can “adjust” from scrubbing out toilets on the graveyard shift.
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Being poor is being furious at the manager of your rooming house for throwing away your bicycle because it was in such bad shape that he thought it had been abandoned there; surely no one would actually ride that thing.
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Being poor is when people tell you that they think that you’re wasting your time and effort trying to get a better job, and they think that they’re doing you a favor.
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Having been poor is weeping with joy and gratitude when you can afford an apartment with a kitchen and a bathroom of your own.
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Having been poor is being amazed when you make it to the next paycheck with ten dollars in your bank account from the last one.
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Having been poor is reading about thousands of people who used to have the comfortable middle-class existence that you have now, and have suddenly fallen through the cracks just as you once did, and really understanding for the first time what Satchel Paige said: “Don’t look back–something might be gaining on you.”
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Being poor is not having eyeglasses until age 13 when you have needed them since age 4 and your grasp of the basics, like mathmatics, is without foundation, thereby closing the glorious door of science forever
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Being poor is at age 14, using your entire first real paycheck to buy clothing for your younger siblings
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Being poor is from age 14 on walking home three miles in the dark everyday after working after school because your family can’t survive without your paycheck
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Being poor is making absolutely sure that you serve yourself last at all meals so that the younger kids can get their full share and so that you can be sure that your Mother gets to eat something as well
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Being poor is watching your Mother die a slow agonizing death from cancer at home because your state doesn’t provide nursing home or hospice care for the indigent patient.
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Being poor is not being able to escape watching your Mother die for even a minute because you don’t have a TV or a car or the price of a matinee movie ticket. Or money to hire someone to watch the young kids you are now responsible for.
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Being poor is having, at age 18, to bath and clean your mother like an infant because the cancer has robbed her of her arms
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Being poor is something you are inside forever.
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Being poor, is having to share a bed with your three sisters in a house thats covered by tin and hoping it doesnt rain.
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Being poor is being scared to take out the trash for fear of rats in the alley.
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Being poor is hoping there’s not another drought so you have food to eat from the farm.
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Being poor is rushing home so you can do your homework before nightime comes so you dont have to do it by candlelight instead.
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Being poor is taking 5 years to finish high school because you have to work to pay for your private schooling.
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Being poor is waking up your four year old at 3:30 in the morning to catch the bus in time to drop her at a seedy daycare, then make it to work on time.
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Being poor is using your child’s piggy bank of dimes and nickels to pay for the ridiculous gas prices when you finally afford that car.
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Being poor is walking up to your mom when you’re four, holding a toy and prefacing your request to buy it with “When you have money…”
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Being poor is when your dinner consists of juice boxes because that’s all there is.
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Being poor is being beat around by a baby-sitter you keep going to b/c they’re free
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Being poor means learning by 7 that one meal a day is decent and real hunger doesn’t hit until at least the second day
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Being poor is people asking you why you bothered to pick up that nickel on the ground
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Being poor is never being liked by your friends’ parents because they think you must be a bad influence because you’re poor
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Being poor is being bounced back and forth between different households who don’t really want you because your parents can’t afford to keep you.
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Being poor means that holidays are no different than any other day: your mom is still working and there’s still no food in the house.
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this is “being poor in one of the richest countries in the world”, being really poor is exactly like this, only much, much worse. Except perhaps without the status envy. Being really poor is walking 6 hours through the african night to the only hospital carrying your dead child, because you’ve heard the people there can bring the dead back to life. I’m not trumping your moving and honest writing. It just amazes me how humans are never happy, no matter what we have, if others have more.
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this is “being poor in one of the richest countries in the world”, being really poor is exactly like this, only much, much worse. Except perhaps without the status envy. Being really poor is walking 6 hours through the african night to the only hospital carrying your dead child, because you’ve heard the people there can bring the dead back to life. I’m not trumping your moving and honest writing. It just amazes me how humans are never happy, no matter what we have, if others have more.
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What’s the problem with me saying that there’s a difference between not having funds, and living like white trash? Because you’re ignoring reality in a desperate need to find somebody to step on–oh yes, we may have been poor, but we weren’t white trash, you see. And it’s a very handy way to see oneself as permanently beyond the reach of all those horrors of poverty: People stay poor because they are bad; I am good; therefore I will never be poor again. Your “brush your teeth” comment is a good example of this kind of magical thinking. The notion that people might have dental problems despite being diligent about dental hygiene is not one you can entertain, because that would deflate the whole “poor people deserve it” argument. (And, of course, it all rests on the fallacy that all poor people are adults.) Instead of focusing on self pity and hopelessness, I think it’s a lot better focus on what can be done to fix what’s broken. As somebody who didn’t grow up poor, Brian, let me give you a big suggestion as to one of those things that can be done, and it’s not telling poor people to shut up and work harder. It’s extending the same safety net, social support and benefit of the doubt we give wealthy people that we give to poor people. Believe you me, it’s quite an eye-opener to find out that things you took for granted when you were a kid–you know, like the cops showing up when someone calls 911, or having a functioning lab in your science class–were not available to everyone.
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Being poor means not having a working stove, good pots and pans or decent food to eat and having to skip a meal or two a day.
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Being poor means no asthma treatment and gasping for air in Emergency Rooms praying to stay alive where you know youll be getting thousands of dollars in bills you wont be able to pay.
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Being poor means being looked at with a mixture of disgust and pity by so called “loved ones” who shop for recreation who have endless money to waste.
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Being poor can lead you to depend on God, because there is no one else that is going to help you. I am a Christian today because of the poverty I faced.
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Being poor makes you realize what a sick and shallow society we live in.
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people seem take out of this list what they put into it. You seem to want make this list examples of how people can’t, don’t or won’t help themselves. Interestingly, this is one of the reasons I put this one in the list: Being poor is knowing you’re being judged.
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being poor means wondering if the lights will come back on
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Being poor is one meal a day, if that.
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Being poor is worrying about appendicitis every time you ovulate.
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Being poor means always the library, never the book store.
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being poor is feeling all the eyes judging you, measuring you, and coming to the conclusion that you don’t belong; when all you want is to be away in the comfortable place you don’t have.
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being poor is being exploited by rich people while you smile, not to be fired.
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being poor is paying a debt to the rich for being born in their world.
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The problem is people who aren’t poor or who have never been poor often don’t grasp why it’s difficult to escape poverty — you can do everything right in terms of trying to improve your life situation (and there are many people who are poor do), and yet just one thing going wrong can mess the whole thing up.
10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views
shared by izz aty on 17 Oct 14
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The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
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an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
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international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
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PISA is one of the few tools we have to compare the outcomes of high school students internationally. PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
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PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
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Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
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OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
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Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
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look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
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see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
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just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
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Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
Dictionary of Educational Jargon: Professional Development Resource for Teachers (Grade... - 0 views
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If you are confused about all the different terms you have come across while preparing for a teaching job, this glossary will help you understand the jargon of your new profession.
Active Vs Passive Learning | EduTrends - 0 views
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Ancient Chinese philosopher Confucius once said, “Tell me and I’ll forget; show me and I may remember; and involve me and I’ll understand.” This was further modified by Silberman, in 1996 as “What I hear, I forget; What I hear and see, I remember a little; What I hear, see and ask questions about or discuss with someone else, I begin to understand; What I hear, see, discuss and do, I acquire knowledge and skill; What I teach other, I master.
ABC of learning and teaching in medicine: Problem based learning - 0 views
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In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps.
Microsoft Azure Training - IDESTRAININGS - 0 views
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Microsoft Azure Training is a set of cloud services. Apply today for best Microsoft Azure certification Training with 100% practical by industry experts.
WebMethods Training - IDESTRAININGS - 0 views
idestrainings.com/webmethods-training
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Get WebMethods Training by our expert consultants. Enroll for best WebMethods online & corporate training at Idestrainings to finish your projects at time.