"It's gone too far!": A teachers' union launches a campaign against inclusion

While listening to the radio at home the other day, I was surprised to hear a radio ad from Montréal teacher's union that took a strong stance against inclusion. "The inclusion of students with learning difficulties has gone too far," the narrator intoned. I wanted to find out more, so I turned to the web.

It turns out that the radio ad was part of a broad campaign by the Fédération Autonome de l'Enseignement (FAE), a Francophone teachers' union with more than 26,000 members. In addition to the radio ads, the union also has produced several television ads, which are currently available on Youtube. On of the most striking commericals is below. A stressed-out looking science teacher stands at his desk and tells a story of runaway inclusion:



The translation of the ad is as follows:

In my class of 29 students, I have two hyperactive students, six who have learning difficulties, one with hearing problems, and one who fights with the others [image of fallen chair]. It doesn't make sense to teach in these conditions! We need more special education classes. The integration of students with learning difficulties has gone way too far. Mr. Charest [Premier of Québec], solutions exist. Let's take the time to listen to our teachers. The Fédération Autonome de l'Enseignment--for public schools with services that suit all students.

The FAE has also held a number of public demonstrations on the issue of inclusion--a union brochure includes the following arresting photo from a protest in Québec City:

Race to the Top: Is the AFT Losing the Race?

Steven Brill, in a comprehensive article in the New York Times, details the impact that Race to the Top is having on education legislation at the state level.

As states compete for portions of the $4.3 billion dollar Race fund, legislatures are passing new laws eliminating or reducing teacher tenure and mandating inclusion of test score results on teacher compensation, in order to conform with the demands of the Race.

Gradually, the national AFT and the local unions are loosening their long-held demands regarding both issues. If the states have not achieved the Race goals, they must submit memoranda of understanding (MOUs) in their Race proposals regarding agreements to achieve them. At this point some of the states claim to achieve these goals, but the MOUs include clauses such as "as consistent with state laws" that in effect nullify them. Nonetheless, the pressure on the unions is severe.

Brill appears to me to be a cheerleader for the Reformers, a tightly organized group of political and business elites. So the article must be read with some caution.

Duncan a Consensus Choice: Obama Retains Tension between Competing Policy Camps

The Associated Press today reports in an article that Arne Duncan, selected to lead the Education Department in the Obama administration, is a consensus pick whose selection avoids picking sides between the two educational policy reform camps.

Obama managed throughout his campaign to avoid taking sides in the contentious debate between reform advocates and teachers' unions over the direction of education and the fate of President Bush's No Child Left Behind accountability law.

"Duncan's selection may satisfy both factions. Reform advocates wanted a big-city school superintendent who, like Duncan, has sought accountability for schools and teachers. And teachers' unions, an influential segment of the party base, wanted an advocate for their members; they have said they believe Duncan is willing to work with them.

Duncan deliberately straddled the factions earlier this year when he signed competing manifestos from each side of the debate."

David Brooks on Tough and Tender Educational Reform

In an important column in the New York Times on December 5th David Brooks surveys the educational policy frameworks competing for President Elect Obama's sponsorship.

With the Republicans out of the loop on educational policy, the key issues will be decided by Democratic party in-fighting, so it is essential to follow these internal squabbles.

Brooks says,

On the one hand, there are the reformers like Joel Klein and Michelle Rhee, who support merit pay for good teachers, charter schools and tough accountability standards.

On the other hand, there are the teachers’ unions and the members of the Ed School establishment, who emphasize greater funding, smaller class sizes and superficial reforms.

The stakes are huge. For the first time in decades, there is real momentum for reform. It’s not only Rhee and Klein — the celebrities — but also superintendents in cities across America who are getting better teachers into the classrooms and producing measurable results. There is an unprecedented political coalition building, among liberals as well as conservatives, for radical reform.

But the union lobbying efforts are relentless and in the past week prospects for a reforming education secretary are thought to have dimmed. The candidates before Obama apparently include: Joel Klein, the highly successful New York chancellor who has, nonetheless, been blackballed by the unions; Arne Duncan, the reforming Chicago head who is less controversial; Darling-Hammond herself; and some former governor to be named later, with Darling-Hammond as the deputy secretary.

Brooks thinks that Darling-Hammond in the deputy secretary role would be the worst outcome, as she can maneuver against his preferred brand of reform under the radar while a political celebrity secretary of education offers sweet nothings to the press.

What do you think?