Late-Talking Children
by Thomas Sowell

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Book Reviews of Late-Talking Children

Book Review: This is a critical review from a teacher's viewpoint.
Summary: 3 Stars

I am puzzled, though, by Dr. Sowell's clearly negative perceptions and inflammatory statements about publi! c education. The comments and conclusions scattered throughout the book often reveal his ignorance of why and how the schools must fulfill their obligation to the Federally mandated Individual with Disabilities Education Act (IDEA). This mandate is funded at only 7% of the actual cost to the public education system. The balance of 93% is funded by state and local schools. Dr. Sowell accuses the schools of greedily seeking money through their "smooth talking experts"who label children so they can collect special education dollars. I wonder if he realizes that what little money there is has to cover the cost of small special education classes and mandated support services such as occupational and physical therapy, speech and language therapy, nursing services, adaptive physical education, behavioral and psychological evaluation and counseling and transportation to and from school. Any monies received through a child's label are a drop in the bucket when compared ! to the actual cost of these under-funded services. The asse! ssment process and labeling to which Dr. Sowell so strongly objects are also required to establish eligibility and determine what services would be best for the child. Although I agree that people should not have to wear labels, there is little the schools can do to change that.

Dr. Sowell should also know that under this same education mandate, parents are an integral part of a team made up of all those who are responsible for the child's education. The decision to place a child in special education is never made without the full participation and consent of the parents. A yearly update of the child's goals and objectives is required. Every three years, a full review is conducted and placement is reconsidered. The parents must once again give their consent to any placement. However, if the child makes unexpected progress or the parents are unhappy with the child's placement, the parent can reconvene the team at any time and would again be included in any decision abou! t the child. Once again, Dr. Sowell needs to do his homework before accusing the schools of keeping children prisoners of special education.

I am concerned that Dr. Sowell's criticism of the schools will deter many parents from seeking help for their children. After age three, insurance companies often refuse to pay for needed therapies costing anywhere from $50 to $90 per hour because they know that the schools are expected to provide these services. The schools then become the only source of help for many families who cannot afford private services. Just as in other professions, not all employees of the schools come up the standards we would wish. The majority, however, are experienced, well trained professionals who treat parents and children with respect. In the majority of cases, the assessment process for young children is far different than those few unfortunate experiences described in the book. To generalize these few negative experiences over the entire nati! on's educational system is like throwing out the whole bush! el because of a few wormy apples. If Dr. Sowell really wants to help children and families, he should present a more accurate and balanced picture so that he does not deter parents from seeking the help their child may need.

Dr. Sowell also discusses a few commonly used terms he finds troublesome. Whild he feels the term developmentally delayed is just a politically correct way of saying a child is retarded, most educational psychologists prefer to use that term to describe delays in young children. The reason for this comes from Dr. Sowell's own words when he describes some children who "outgrow" their diagnosis and eventually function within the normal range. Because young children sometimes do catch up to their age peers, the term developmentally delayed does seem the more appropriate one to use! The label "autistic" is also discussed. For a child to be labeled autistic, he or she must meet specific diagnostic criteria. Because of the devastatin! g effects of this diagnosis, there is rarely doubt about the child at the time it is given. In some rare, wonderful instances, children do change dramatically enough to reconsider the diagnosis. Parents new to the world ofa late talking child are not usually in a position to judge the true nature of their child's problem without a professional evaluation. For some fortunate ones, the diagnosis may turn out to be a language delay only. For others, however, it could be autism or PDD. Unlike the less serious problems associated the child who talks late, autism is a lifelong condition for which there is no known cure. It is essential for families to receive help and support as early as possible. What a shame it would be if, based on Dr. Sowell's book, parents were to avoid what may be their only source of help - the schools.

Summary of Late-Talking Children

Psychology & Counseling Books

• Subjects > Health, Fitness & Dieting > Psychology & Counseling
• Parenting & Relationships > Parenting
• Education & Reference > Words & Language
• Education