However, some of the teachers in Portland are saying, «Obviously the special
education students are going to
fail and they are going to act out because we are not meeting their needs... If there's not the right support there, that's not acceptable, not only for the child, but for the
general education teacher as well.»
As I sat at the meeting of the
education committee of the Connecticut
General Assembly in early spring and heard the CEO of the charter school advocacy group, ConnCAN, say that Connecticut needed more seats in charter schools in order to save
students from «being trapped in
failing schools», I had questions.
The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal
education undermines the ethical foundations of law
students and
fails to prepare them adequately for actual practice.6 Traditional legal
education is effective in teaching
students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in
general, the Report recommends «contextualizing» and «humanizing» legal
education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way,
students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare
students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10