Archive of Special Education Message Board Folder: Inclusion (second archiving) August 23, 1995 - October 4, 1996 FILE NAME: inclu02.txt 436 posts - 108 Pages SUBJECT: HELP-practical inclusion ideas Date: 95-08-23 13:41:26 edt FROM: RONTU1 I am a fourth grade teacher about to start the new year with a fully included student. He has physical and communication disabilities. I would like any ideas for activities on how to introduce this student to the classroom. What are some ways to elicit the differences which all students have, and make the classroom an acceptable supportive environment? Any ideas and feedback is welcomed! The school year is almost here... SUBJECT: Re: HELP-practical inclusion idea Date: 95-08-24 17:57:04 edt FROM: USAisNo1 Treat this child like a child first expect the same from him as any other child and if he has problems address them as they come up. Don't prejudge his abilities and have as high of expectations of him as you would for any other child. SUBJECT: Re:Exhausted!!! Date: 95-08-25 20:04:04 edt FROM: JBrownell1 Yes I have had a similiar problem, but from a different position. I am a parent of twin daughters who are LD & have severe speech & language delays. After numerous months of "working with the system" & finding the right program (I wanted them in seperate classes) they were enrolled in a non-catagorical special ed.program for 5 to 7 year olds. The first year was great & the girls made real progress. However, in the second year a student was placed in the program & everything fell apart! This child had severe emotional problems & was violent to the teacher and the other children. It was so bad that two special ed classses were combined together so that the teacher & her aide could take care of this child alone. Like, you the teacher was burned-out. Our county school system was more concerned in assuring that this child, from a dis-advantaged background, had "his rights" than they were of the safety and ability of the other children to recieve a FAPE in the LRE. As a parent, when I became aware of the the situation I called the school system & informed them that I would take legal action. Finally, after a few months the child was placed in an appropriate ED program. The bottom line is that you are in a no-win situation. The parents of the other children need to stand up the the school system that this situation is in violation of their childrens rights to recieve a FAPE. In the mean time, have a new IEP & state that this child needs a SPECIAL EDUCATION TEACHER in the classroom full time in order to meet the IEP goals. As parents of children in special education we do want our children mainstreamed, however, we also want them to recieve an education. I am sure the parents will support extra assistance for their child. Good Luck!!! SUBJECT: Inclusion for LD students Date: 95-08-26 14:20:36 edt FROM: Netkinglee August 26, 1995 My daughter is in a 5th grade self-contained LD class in Metro Atlanta, and we have been pleased with the services. There is a possibility we will be relocating to Broward County-Ft. Lauderdale, Florida area and would like to hear from other families who have been affected by inclusion policies. The type and quality of services my daughter could receive will be an important factor in deciding whether to relocate there. The Florida Dept. of Education has indicated to me the state is rewriting the eligibility requirements for special education services and would be interested in hearing from anyone familiar with what the changes are likely to be. Sincerely, Christine Lee SUBJECT: Re:HELP-practical inclusion idea Date: 95-08-27 17:46:10 edt FROM: Hockeypig Find commonalities...Not differences... What kids like to do. What they like to eat...Then go into who knows someone with glasses? with a hearing aid? in a wheelchair? who knows a differenct language? Introduce sign language as a language for millions of people? In my experience over the past 4 years everyone knows someone that is different and everyone has something in common with all kids. Then approach the fear factor as a reality. We are all afrazid of the unknown. Go into alternative ways of communicating and high lite especially the way your inclusion student is learning to communicate whether sign, communication board or drawing. (Believe it or not, I had a student who taught himself to draw for his communication style.) Doing an art project with a person at each table assigned a disability - blind, deaf, use of only one hand, limited communication ability, etc works very well 3rd grade on up. Kids are very open and willing. They just need their questions answered honestly and directly...Why is she like that..How old is he? How do they eat? How do they sleep? Are you his mom? It is lots of fun to see the successes. Be patient and remember success comes in little packages and be ready to laugh. Take time to smell the roses SUBJECT: Re:Inclusion.....can someone hel Date: 95-08-29 02:29:54 edt FROM: Suzy3 Do not be fooled by the term "Inclusion" or "Inclusive Education" Because if you don't have the support by the teacher and the school you have a total lack of education. My son is 12 today, and should be going into junior high, but he is not. Inclusion as San Diego City Schools have imlpemented it is a farce. The resource pull out program is a farce. The teachers don't wan't them there, they don't have the time to spend to explain any lessons, result failure at it's worst. My son walked into this class reading on a third-fourth grade level, and walked out reading on a second grade level. I fought from July 94' to April 95 to get him out of there and the only place for him was an S.E.D. placement. He is only learning handicapped. He has been so stressed over school that at one point his doctor wanted to hospitalize him over head-aches. Does any of this sound fair to do to a child, any child. Peer toutering is a cute phrase that permits abuse ( most I would guess unintended ). My son has a right to an education, and as his parent I have the responsibility to make sure that he gets one. This and much more brought to you by inclusion. My fight is far from over. I do know that it shouldn't be this way. But I can't change it alone, I can only try. Suzy Dooner Rand SUBJECT: Inclusion.......Help? Date: 95-08-30 19:03:04 edt FROM: CHDAN711 I am going to do inclusion in a middle school for the first time. Do you have any ideas to make it successful? How can I get the regular teachers to be more receptive? SUBJECT: Inclusion.......HELP!!!! Date: 95-08-30 19:21:54 edt FROM: CHDAN711 I would like the same information as SunshineSu. SUBJECT: ON INCLUSION Date: 95-09-02 00:22:02 edt FROM: MDixon1064 I am a parent of a special ed child who spent the last year in a inclusive class. It was a wonderfull experience for her because she was not being pulled out for everything. Keeping the child in the classroom helps them to fit in better socially and they are more accepted by thier peers. It also benifits the other children in my opinion, it shows them everyone is different and that it is ok to be different. I think that you need the right teaches in place for this to be successfull. I would also like to say that i don't think inclusion is for every student the parents and the teachers along with the child study team need to acess the situation and work together on an approiate plan. SUBJECT: Re:Inclusion.......Help? Date: 95-09-03 18:14:51 edt FROM: AmiJOE1 I need suggestions on how to include elementary behavior disordered chlidren in the regular classrooms. The regular ed. teachers are super. I just need some preventative suggestions on how to manage them and encourage self-control, etc. . I have two assistants, three homerooms, and three different grade levels(1,2,3) SUBJECT: Re:Inclusion.....can someone hel Date: 95-09-04 13:08:11 edt FROM: KarenL2888 Inclusion in a middle school setting seems to be a difficult concept for some people. I think most of the problem stems from the concept that Inclusion is somehow supposed to normalize the children. It is not. The idea isnt that they get 100% of the curriculum, and then as they fall behind they go to sped classes. The idea is that many children with disAbilities learn better in the regular class than they do in the smaller, more distracting sped class. Inclusion in middle school needs to be approached the same way as elementary. You teach the same way as you did before, except for minor changes to the homework and testing of the special needs child. You learn to adapt a bit here and there to compensate for limitations. And you keep in mind that curriculum is only part of school. That peers and friendships and extra curricular activities build a whole person who will be able to function with real people after graduation, and that these peers will be the employers of our children some day. They learn much from our kids too when they see them give 110% of their abilities, and respond in kind. Just my opinion. Karen SUBJECT: Successful Strategies Date: 95-09-05 16:11:25 edt FROM: KMBrill I would appreciate some help identifying teaching strategies that have been successful in inclusive classrooms. Any information, anecdotes, etc. from the parent's, teacher's, or school administrator's perspective would be greatly appreciated. FYI, my child in fully included in first grade. However, I am also seeking information for our Coalition's membership. That's why I haven't stated what school level. Any and all information for elementary, middle, and high school, will be appreciated by all of us here! If possible, please respond via e-mail to: KMBrill. Thanks!! SUBJECT: Academic Success??? Date: 95-09-05 16:18:44 edt FROM: KMBrill Our inquiring minds are eager to know your thoughts regarding the ACADEMIC success of children who are included in middle and high school. Yes, we know the social reasons and support inclusion. However, I am becoming increasingly concerned that our children who have developmental delays will not receive the academic basics in a regular classroom. These kids need the 3 R's. Seems to me, at least in South Florida, once a child is fully included in the later grades, it is almost an admission that the academics don't matter anymore and we'll focus on other things. I am particularly interested in hearing about children with developmental delays who are working on a REGULAR DIPLOMA! 99.9% of the children who are included here are placed on the road to a CERTIFICATE OF COMPLETION... Please e-mail your thoughts and suggestions to KMBrill. Thanks! SUBJECT: Re:Academic Success??? Date: 95-09-05 21:18:18 edt FROM: JMcWASH I have seen students succeed academically in middle and high school inclusive classrooms because finally someone EXPECTED them to do more challenging work! To the parents and teachers surprise, these students rose to the occasion and have done extremely well. I am referring to developmentally delayed students who may or may not receive a regular diploma. They may earn credits for many of their classes, however and receive a diploma that looks like everyone elses except its marked IEP dipoma in small print. Maybe we can change that difference someday too. Any thoughts? From Joni Mc Wash SUBJECT: Re:I NEED INFORMATION Date: 95-09-05 22:04:23 edt FROM: Regina1115 Help! I am writing a report on inclusion. I need to know everything. If you have any information that can help me please E-Mail at regina1115. Thank you so much. SUBJECT: Re:Academic Success??? Date: 95-09-06 18:09:00 edt FROM: SusanS29 In *good* inclusion the work is modified to the level of the student, not ignored... SUBJECT: Re:Academic Success???" Date: 95-09-07 09:02:35 edt FROM: KMBrill JMcWash states "...finally someone EXPECTED them to do more challenging work!..." Ain't that the truth! The old self-fulfilling prophecy-expect failure and that's what you'll see. Also, I truly believe that by watering down curriculum, our children get bored and, therefore, don't perform to the level they are capable of. But, how do we get the teachers to GIVE them more challeging work? Re: "IEP diploma"-UGH! Better than automatically having the children obtain Certificates of Completion-but why the "scarlet letter?" Karen in Palm Beach County SUBJECT: Re:Academic Success???" Date: 95-09-07 20:05:03 edt FROM: SusanS29 It's great when expectations lead to progress, but those expectations still have to have *some* judgment involved. For instance, many children with IQ's of 50 or lower are now being included. Studies suggest they will learn more in a regular classroom, but the odds that they will learn at the pace of the other children are extremely small. SUBJECT: Re:Inclusion.....can someone hel Date: 95-09-07 21:30:16 edt FROM: Marchissam I could have written the post from SStacia. It sound almost exactly like what we went through. We solved the weekly co-planning time dilemma by requiring specialists (Gym, Art, etc.) who had extra free periods (which were not contractually guaranteed) to cover the classroom teachers' classes while we met for 30 minutes each week. Some of the specialists loved the extra time, and others hated it and whined that we were taking away "their" time. Too bad! The classroom teachers have no extra free periods, why should the specialists. While there was initial hesitance on the part of many classroom teachers, we all found that included children flourish. All of our special ed. children are fully included. There are still stumbles, but because of the ongoing dialogue they are easily overcome. The teachers actually look forward to having someone else in their rooms. Stick with it. It really does get easier as people find that their worst fears won't be realized. SUBJECT: Re:Exhausted!!! Date: 95-09-07 21:57:03 edt FROM: Jeffmcph My wife is a Special Education teacher also teaching 5,6,7th grade MI/BD/OHI & Autistic students. Last year she experienced the same type of stress with a new student and a couple of returning students. The principal, lead teacher, administrators all backed the parents. During this time, my wife had very little support (much the same as you), especially at the beginning of the year. She also came to the point of "moving on" (to which I told her I supported her all the way). However, she stuck it out, and with the help of a great teachers aid and speech teacher, made it through the year. This year she still has one of the students and she gained a new attitude that although she loves to teach special ed children, it is only a job and you cannot allow it to control your life. SUBJECT: Re:Academic Success??? Date: 95-09-08 22:19:13 edt FROM: Oynk oynk I have seen a number of studies that APPEAR to indicate great academic gains, however, when looked at closely, they say something we all know. Students will succeed when they have good teachers. In each study I have seen (I dont claim to have seen them all), the common factor was that the special ed and regular ed teachers were hand picked. I dont care what model you use. If you pick the really good teachers, the students will succeed! SUBJECT: Re: Inclusion.....can someone hel Date: 95-09-10 20:05:56 edt FROM: Battaile Karen: I think that the message you posted on 9/4 is right on point. You have summarized what inclusion is and why it is so beneficial to some kids that I have printed the message and will give it to my daughter's teacher. Katie began school last week fully included in the second grade at our neighborhood school. She absolutely loves it and has shown growth in her language abilities in one week. She has not yet been pulled out for resource. The teacher is simply making little adjustments in the assignments to accomodate Katie. The work that she does not finish in class is sent home for me to complete with her. She was able to complete one of the assignments during class and the teacher said that she graded it without even realizing it was Katie's. I believe that this is going so well because we handled inclusion the right way. We explained to the special education administrator why we wanted Katie included, we contacted our county special education consortium and asked them to step in and help, and we met with all parties including the teacher, principal, psychologist, recess and noon duty aide, and health tech the week before school started. At this meeting we put all of our concerns on the table and addressed them. I could tell that the teacher was a little afraid of having Katie in her class, but at the end of the first day her smile was as big as Katie's. I can't tell you how much we appreciate the information we have received here on this message board. I never would have known about inclusion without it. Kris Battaile SUBJECT: Re:Inclusion.....can someone hel Date: 95-09-10 21:13:33 edt FROM: KarenL2888 Kris, Congratulations and may your daughter's school life always be this wonderful! Karen SUBJECT: Using a study carrel Date: 95-09-11 17:23:49 edt FROM: KMBrill Does anyone have any experience with using a study carrel for one child in a regular classroom. The carrel is proposed to keep my first grade son focused-less distracted. Won't it make him feel too separate from the others-too different. Your thougts? SUBJECT: Re:Using a study carrel Date: 95-09-11 21:26:53 edt FROM: Oynk oynk We used to call them "offices" and had lots of kids begging to have an office of their own. SUBJECT: Re:Using a study carrel Date: 95-09-11 23:58:33 edt FROM: SusanS29 KMBrill it's all in how it's done. If it's presented as a *privilege* -- with *several* study carrels-there won't be a problem. If the teacher talks about how people learn individually -- and that a person might need quiet for math but not for reading, and another person might need quiet one day and not the next-and that the carrels are there for that purpose... there won't be a problem. It's all in how it's done. I've seen it work beautifully, and I've seen it make kids feel like dirt under the teacher's feet. SUBJECT: Re:Using a study carrel Date: 95-09-11 23:58:52 edt FROM: SusanS29 There ya go, Oynk! SUBJECT: Re:Using a study carrel Date: 95-09-12 18:52:25 edt FROM: KarenL2888 I have no experience with this (except in the sped school first grade where they used a dressing screen for him alone which I detested and put a stop to...does that count?) Anyway, I think it is important that the teacher use it for more than just your child or not at all. Surely she knows of other children in the room who could benefit from a "turn" in the quiet section of the class. If it was used exclusively for my child, I would have to say no. Just MHO, Karen SUBJECT: Re:Using a study carrel Date: 95-09-13 17:06:52 edt FROM: KMBrill Thanks for sharing your thoughts. A funny twist-or shall I say sad twist...when I contacted the principal-disturbed that no one asked for my input, I learned no one asked for his either. His problem with it was that the carrel they are using is the "TIME OUT CARREL"...what a message that delivers to my son. I left the decision to the discretion of this rare breed of administrator-the principal-who will observe the classroom over the next week or so and monito if and when it is used. Thanks again! SUBJECT: Inclusion Date: 95-09-17 03:58:26 edt FROM: Sumner8152 I am writing my doctoral dissertation on Full Inclusion issues. Specifically, I'm interested in hearing full inclusion issues both from the parents view and that of the school administration (is it working? Successes? Problems?) I'm also interested in finding out how different classifications of disabilities affect successful/unsuccessful inclusion. I was a special edcation teacher for many years, then an elementary school principal, and now a district administrator in charge of special education. Would love to hear all viewpoints. Thanks! SUBJECT: Re:Inclusion Date: 95-09-17 21:21:32 edt FROM: KarenL2888 Join us on Thursday at 10PM EST in HEALTH, chat box. You will meet all of the above in there. Karen SUBJECT: Inclusion Date: 95-09-17 21:47:40 edt FROM: PSacino Looking for information on Inclusion (grade K and above) in Rockland & Orange Counties, N.Y. Would like to hear from parents whose Down Syndrome children have been included.We have a 4 y.o. child and are looking to relocate within the year. Please Email PSacino@aol.com SUBJECT: K-1 Inclusion Date: 95-09-28 20:10:59 edt FROM: LMCEB I am very frustrated this year with my inclusion program. We are a team of 55 K-1 children, three teachers and three assistants in an inner city school. This is our second year and although things are running a bit better than they did last year, I am feeling frustrated with the system. We chose to do this program and our building principal is VERY supportive, however higher ups are having their way with the program. they have over loaded us with children, we are getting the children from other rooms who are not labeled but need some "extra" help, and our behaviorally challenged children are hurting other kids and are being returned to the room after a 20 minute "time-out". Do these things go on in every school? Are these things only associated with inclsion? I was so excited when we first started and the special needs children were really benefitting, but I think my "typical" kids are suffering too much. Any opinions? SUBJECT: Re:K-1 Inclusion Date: 95-09-28 21:45:43 edt FROM: KarenL2888 In PA it is illegal to have more than 12 diagnosed "disabled" children in the same room at the same time. I think its an administrative problem, not an Inclusion problem. Having the parents be in your corner may help. Are they aware of the activities of the school? Good luck to you all. Karen SUBJECT: Sumner8152 Date: 95-09-29 12:06:52 edt FROM: Cathy GR Tried to e-mail you, got "invalid address". You could try me at CathyGR@aol.com. Thanks SUBJECT: Re:K-1 Inclusion Date: 95-09-29 17:14:55 edt FROM: LMCEB Actually Karen I don't think the parents understand what is going on and I'm not sure they understnd if they do know. the population I teach is Low SES and many of my parents are reluctant to come to school and become involved because they have had bad experiences themselves. the ones who are involved feel they can only do so much and to be too vocal would be scary for many of them as they are not used to fighting for what they believe in. I do appreciate the advice. I will try to keep pursuading my parents to become more involved for their kids. thanks! SUBJECT: Research on Inclusion Date: 95-10-01 21:05:59 edt FROM: LACE G I am writing my thesis on inclusion and LD students. I am having trouble finding research on this area. Can any recommend a journals, magazine, etc. that they have discussed this issue?? (please email because I'm not sure if I'll figure out how I got to this room ever again!) Thanks! SUBJECT: INCLUSION FROM ADMINISTOR'S VIEW Date: 95-10-01 22:10:01 edt FROM: Vauna1 You mentioned working on your dissertation and that you need information concerning successes and problems. I too plan to write a dissertation with the administrative twist regarding inclusion. Since I am just beginning to research this subject, any shared information would be great! Thank you VP.IL. SUBJECT: Re:Inclusion.....can someone hel Date: 95-10-02 21:23:02 edt FROM: Kbgrass You need to get your Principal involved. You will not be successful unless you get her/ his support and everyone knows it. You really can't do this alone and your Principal shouldn't expect you too. SUBJECT: inclusion Date: 95-10-04 02:12:38 edt FROM: Regwench HELP! Research project on inclusion. I have done special ed for three years, and have a paper due on inclusion. NEED SOURCES-current on this topic....SUGGESTIONS? THANKS REG SUBJECT: Re:Using a study carrel Date: 95-10-04 20:48:59 edt FROM: Boulevard I realize I'm a bit late on this topic - just thought I'd share my experience. We have a few kids who have "private offices" where they can leave the group to "get some work done." It works well when the kids see it as an important space that is for taking care of the business of the day. Some kids can come and go from their offices (they sense the need to retreat to a less stimulating spot) and some just need a reminder from the teacher. - Nancy SUBJECT: Re:empowerment for parents Date: 95-10-04 22:51:21 edt FROM: Nick Vegas bring a picture of your child to your meeting and place the picture in front of you. prepare as best you can for each meeting decide on one, two, three primary goals you expect to accomplish at the meeting if you have called the meeting ,submit an agenda to everyone attending try to keep your emotions in check (the most difficult one for me) keep your mind focused on the goals you want to accomplish and don't be swayed by what you hear find some good books to teach you empowerment skills take a friend and/or family member who feel good about what you're doing you are your childs best advocate parents are the child's continuum, while teachers have you child for only one year. be willing to listen to the teachers perspective acknowledge what s/he has to say and then proceed with what you have to say it's late and I'm tired,,,,, keep your eye on the prize,,,,your child decide what you want, what you child needs and why and then go and get it....you don't have to be mad or angry about it....just stay focused on your child's needs...... try to find agreement if you can be more specific in area of empowerment perhaps i can give you examples i've been advocating for my son for ll years.....and i still get intimidated......but, that doesn't serve my son...... get some negotiation books......that's what meetings are all about anyway good luck fox SUBJECT: Re:Exhausted!!! Date: 95-10-04 22:58:11 edt FROM: Nick Vegas i send you hugs, kisses and lots of encouragement to hang in their.....parents are distrustful of school districts and their agents.....you're doing the right thing which is trying to earn their trust...they are the key if i were you i would try to get the parents to find a better trained aide....without actually saying so... also, i would encourage the parents to ask for special education support in the form of an itinerant teacher to help you meet the child and aides needs good luck hang in there fox SUBJECT: Re:empowerment for parents Date: 95-10-09 06:11:14 edt FROM: KarenL2888 Try the book "Negotiating the Special Education Maze" by Woodbine House Publishing, authors Anderson/Chitwood/Hayden. Its pretty good. Also, if they havent cooperated in the past, take a tape recorder. Karen SUBJECT: Re: Exhausted!!! Date: 95-10-09 17:40:18 edt FROM: SDevito106 It is my opinion that an aide is not the appropriate person in an inclusive environment.. All parents of "included children" should insist that the in-class support person be a certified teacher of the handicapped or, in the case of Deaf and Hard-of-Hearing children, be certified in Deaf education and skilled in sign,able to pass a skills assessment. This should be included in the IEP-if the child was "pulled out" for Resource Room instruction it would not be with an uneducated aide as the instructor. Shame on the parents and the district for putting you in this situation. Check your state administrative code regarding special education. Some states have very clear requirements for this situation. Good Luck! S.................... SUBJECT: Re: Exhausted!!! Date: 95-10-09 20:56:12 edt FROM: SusanS29 "Shame on the parents and the district for putting you in this situation." Unfortunately the courts are upholding this approach. SUBJECT: Inclusion Date: 95-10-10 23:22:40 edt FROM: ESchwa8660 I'm hearing frustrated teachers who have mainstreamed students, frustrated parents who's kids aren't included . . . What's the consensus? Does inclusion work? For who? The kids with disabilities or the kids without or both? SUBJECT: Re:Inclusion Date: 95-10-11 08:59:31 edt FROM: SusanS29 Inclusion works *spectacularly well* when it's done well. It's bound to fail unless done very well. Some districts seem to think inclusion means shutting down all special education services and dumping the kids back into the regular classroom without any extra support for either student or teacher (both will need help). Bound to fail-and will make inclusion look bad in the process. SUBJECT: Re: Inclusion: Comparing Programs Date: 95-10-11 22:31:00 edt FROM: JGarcia378 I may be wrong, but I thought that Public Law 94-142 stated that each child in special education needed to be looked at on an individual basis. Thus we have the IEP. By having a policy of full inclusion, aren't you assuming before even examining the child or even their records that the best place for them to learn is in the regular room? I would think that a policy of full inclusion violates that federal law, any feedback? SUBJECT: Re:Inclusion: Comparing Programs Date: 95-10-12 08:11:33 edt FROM: Ratatat Not just an individual basis, but *in the least restrictive environment*. SUBJECT: Re:Inclusion: Comparing Programs Date: 95-10-12 22:25:57 edt FROM: SusanS29 " I would think that a policy of full inclusion violates that federal law, any feedback?" JG I think that within five years the number of lawsuits over this issue will be staggering. SUBJECT: Re:Inclusion: Comparing Programs Date: 95-10-12 22:27:25 edt FROM: SusanS29 "Not just an individual basis, but *in the least restrictive environment*." Yes... but for some children, paradoxically, the "least restrictive environment" *for them* isn't full inclusion. If you put a child in full inclusion and it isn't appropriate for him or her, you are restricting their progress. SUBJECT: Re:TEACHING IS TERRIFYING ME!!! Date: 95-10-14 18:45:50 edt FROM: DSchil5846 I AM A GRADUATE STUDENT AT NYU STUDYING SPECIAL EDUCATION. I DID MY UNDERGRADUATE STUDIES IN THIS AS WELL. EVERDAY I HEAR SOMETHING NEW. NYU IS PUSHING US TO EMBRACE NEW JOBS AS "LEARNING CONSULTANTS." IS THIS GOING ON ANYWHERE???? NEXT FALL I WILL BE LOOKING FOR A JOB. ACCORDING TO NYU, NOBODY WANTS TO HIRE LD TEACHERS FOR SELF CONTAINED CLASSES BECAUSE THE TREND IS TOWARDS INCLUSION. WHAT'S GOING ON??????? SUBJECT: Re:Inclusion: Comparing Programs Date: 95-10-14 20:38:36 edt FROM: Tear4 JG, NY state regs say that any removal from the mainstream should only occurr after "support aids and services" have proven to be ineffective. However, the practice has been, until the inclusion concept, refer 'em, label 'em, yank 'em. The inclusion idea has defined support aids and services as including the presence of additional professional staff in the regular ed environment and modification of tests, materials and curriculum. The regs also state that the presence of a special needs student and these support aids and services can, in no way, adversely affect the intruction of the other students. Everyone is protected by the language, but in practice it's quite a balancing act. Without the proper administrative support and formal program parameters inclusion fails. The bottom line here is that if proper support aids and services are available for special needs kids at the primary level, the chance of inappropriate placements diminishes. Current inclusion practices are reactionary in that inappropriate placements are being reversed. The proof isn't on getting them into the mainstream, it's in getting them out. I originally asked for comparative program information because inclusion generally lacks formal, legal, guidelines. As a result, it is being done in a myriad of ways. Also, I have a sneaking suspicion thatthe management needs of special needs populations vary greatly, and this results in differing applications of inclusion. Peace, Michael NY SUBJECT: Inclusive communitites Date: 95-10-15 12:09:50 edt FROM: KTJ OTR How do we build in inclusive opportunities, beyond academic goals for our students? We see our moderately involved high school students succeeding well in the classroom. It's outside of the classroom that the difficulties arise. Any discussion about creating opportunities for socialization? I'm looking for some help!! SUBJECT: Moved-pull-out vs. inclusion Date: 95-10-15 18:48:33 edt FROM: SusanS29 SUBJECT: Pull-out vs REI/Incl. Philosophy 95-10-15 11:51:46 EDT FROM: CoTeachNet Posted on: America Online Dear Educators/Parents, Our school has recently gone to a co-teaching program whose philosophy is to keep all children in the classroom for instruction as much as possible. While I agree with the general philosophy, I still think there are times when children need to be "pulled" out for remediation that cannot be covered within the regular classroom or for catching up on vocab, class assignments, etc. I have been told there is research that says that after children reach a certain age, pulling them out for remedial services reaches a point of diminishing returns and is no longer effective. I would be interested to get the source of such research or of some that would refute this statement. More importantly, if your school is doing co-teaching/inclusion, what is working/not working for you??? SUBJECT: Re:Inclusion.......Help? Date: 95-10-16 12:06:19 edt FROM: DN92667 AmiJOE1 My daughters teacher works on an awards program. She puts the kids into groups and when a child in the group does something good (example: raises hand to answer question, is polite, helps etc..) they get a ticket, when they get 50 tickets, they get a prize. Her teacher says that it works really well and it is worth the money that she spends each year to have a good class. SUBJECT: Re:Moved-pull-out vs. inclusion Date: 95-10-17 21:01:36 edt FROM: KarenL2888 Dear Co Teach Net, Heres what works for my 15 yr old with Down Syndrome. While it may not work in some instances, it works for him. He has regular ed for all of the day except Math and English. He has no co -teacher, though I see the value in it, but he has a team approach to curriculum. Therefore, when he is in math, not only does he learn math, but also its relationship to his science homework. When he is in English, chances are the paper he writes is on a current event or social studies topic. I do not think age has anything to do with when you stop benefitting from pull outs. I think teachers and attitudes and curriculum have everything to do with it. I have explained to my district that Dan learns better in the regular class than he did in the segregated school he came from. Keeping this in mind, he also needs concentration in math and english to maintain and acquire certain life skills. He is not expected to learn 100% of the curriculum, rather he is expected to be all that he can be. He is very successful and happy in this environment. We think it works well for him. In the "Inclusion" wars, while we remember that the child is an individual and has individual needs, we also try to the extent feasible to include the child with disabilities. Some districts are not up to speed, have misconcieved notions about inclusion, or have no administrative support. While these are legitimate reasons to shun inclusion, if I hadnt stepped forward to do my part, and waited for someone else to do it, Dan would still be an hour away at a segregated placement. If inclusion is done properly, and IEPs are written and carried out properly, and administration provides the training and funding needed, Inclusion works. Take out just one element, it spells disaster. For the Sped Teacher who is graduating now, yes the roles are changing. While the role used to be to take "x" number of kids to a self contained class and try to teach all those diverse abilities, the role is now to facilitate the education of the children through coordination of curriculum, staffings, and observation. These are very important roles, though I recognize they are not the reasons some attend teaching schools. If you want to be a teacher, hands on, day to day classroom, I would encourage you to get dual certification. You will be one of your district's major assets in an inclusionary classroom. Again, the law says "Free Appropriate Public Education" in the "Least Restrictive Environment". Nothing in that has changed. If the regular class is not appropriate for your child, that neither means it will always be inappropriate, nor does it mean you have failed. To the contrary, recognizing your child as an individual is always a method for success. MHO, Karen SUBJECT: Re: Inclusion how, where, why? Date: 95-10-18 16:18:45 edt FROM: RICK CACO3 I'm just getting into all of this AOL lingo. I have been a special education teacher and provided a variety of different kinds of services to many different kinds of kids. I think all services need to be carefully reviewed and determined what is most appropriate. The reason I like inclusion is it makes more sense for the child. The LD child that leaves class and then comes back is lost, they need the most help with transitions, directions etc. and we frequently make it harder for them. They are having trouble learning to read: Resource works on short vowels, the classroom teacher is working with long vowels - no wonder the child is having trouble reading! When I am in the classroom I can see the activities going on, adapt as necessary, bring in materials that may help for the next day, provide helpful suggestions at our weekly meeting times. Yes, I do meet weekly with each classroom teacher, we don't have anyone for coverage. We get together before or after school, over lunch or during one of the kids specials. At this time hopefully the teacher can tell me her plans for a week, if not just general plans. I can then set my plans to run along with the classroom and really help the child not confuse them. The classroom teacher is such an important part, I try to help them out as much as I can. When I see a lesson was not fully understood for several students I might share some information, learning games, good resources (ie another teacher within the building). I try to be very understanding with scheduling issues, not turn away if the reading that was supposed to go on is changed and just help out whenever I can. I also like the idea of an office (study carrel), it is all how things are introduced. Rontul: I often read the book Ruby by Maggie Glen, a children's picture book about a "special" bear when I introduce a children with many special needs. All kids love picture books even older ones and it is great to lead into a discussion about different disabilities. The only problem is it is now out of print! I'd look for it in used book sales! My current caseload includes two severely language impaired and three with orthopedic impairments. Enough of my thoughts! I'd love to E mail with anyone who has a similar caseload or needs some suggestions! Sue America On Line Rick CACO3 SUBJECT: Re:I NEED INFORMATION Date: 95-10-19 18:03:41 edt FROM: LDavid3138 I am a special education teacher and I do not know much about inclusion. Can someone help me? Send info to my EMail (LDAVID3138) Thank you. SUBJECT: Re: inclusion Date: 95-10-19 19:03:54 edt FROM: LStrata A very good resource and wealth of information is the National Professional Resources, Inc. their Inclusion Times newsletter. It is published quarterly 4x a year. It is about $30.00 for the year but is well worth is, especially when looking for resource info. They will led you to the right direction and tell you what other informative resources there are in the area you are most interested in. Hope this helps. Lisa SUBJECT: Re:TEACHING IS TERRIFYING ME!!! Date: 95-10-19 19:18:33 edt FROM: LStrata I don't beleive that no one will hire you for a self contined classroom. Yes, Inclusion is here, but only among the few school districts doing it right. It is better to say that Inclusion is COMING. You will have a job, they are always looking for good teachers, but remenber to have an open mind and keep the law in mind. There are many children who are in self-contained classrooms who do not belong, should be out into the regular classroom, so Inclusion is aproviding what the law states. What is needed now and will be needed in the future are Inclusion Specialist, those who can give suggestions and guidence to the team on ways to teach the child. Now that is something that you should look into. Any questions write back here. Lisa SUBJECT: We need your help!!! Date: 95-10-20 00:16:15 edt FROM: PDD Palace Friends, Please help us gather information to present to a Neandrethal School Board nearby who is saying that children with disabilities who need supplementary supports and services do not belong in any of their College Prep classes. Their view is that if these kids are going to college, they should not need supports such as assistance with notetaking, speech therapy, etc. Thus, when a parent asks that his or her teen be put into the College Prep track, they are told they will first need to be declassified. This is obviously illegal, however, the School Board does not believe that other High Schools provide such assistance to children with disabilities ranging from dyslexia to ADD to CP, or anything else. Please write us and tell us your experiences so that we can tell these BOZOs that this in fact happens everyday, across the nation, because there are some places that follow federal law, maybe even some in New Jersey. Thank You, Lisa (PDD Palace) & Mark (MarkTRG) Allen, Andrew and William's Mom and Dad SUBJECT: Re:We need your help!!! Date: 95-10-20 06:48:39 edt FROM: Ratatat Your school board might want to look at what colleges are now doing to support students with disabilities. Many of them are doing quite a lot, and the students' disbilities are "official." Obviously, if students with disabilities weren't on a college track, then the colleges wouldn't have any students in need of support. Duh! Have you considered calling your State's Protection and Advocacy Office for support and information? The office is usually located in the capital city. Also you could call NICHCY (National Information Center for Children and Youth with Disabilities) to see what information they have on this. 1-800-695-0285. Their information is provided free. SUBJECT: Re:We need your help!!! Date: 95-10-20 09:11:55 edt FROM: PDD Palace Thanks for responding! Yes, we are constantly in touch with the Advocacy services for the state. Mark is a trained Advocate, so he is aware of this information. As far as this particular administration goes, they don't seem to realize what you said about students having supports in college. They are stupid enough to believe that they'll never get there, and shouldn't be there. It's appalling, and that's what we're trying to stop. Thanks again!!! We'll make sure that other people get the info that you gave us... :) Lisa SUBJECT: K inclusion/co-teaching Date: 95-10-20 16:40:38 edt FROM: SKARENTS I'm teaching a K class with 9 special needs kids(mostly DD, some EMH, SLD). This is the 2nd year and has gotten off to a super start. I'm co-teaching with a new reg.ed k teacher; our rooms open to each other and we share our kids back and forth thru-out the day. We share centers, outside play, some large group activities. We've divided the combined classes into 2 smaller sized grps (16 each) for instructional time thru out the day. Luckily, we have 2 assistants we share to help facilitate this. We're using a thematic approach which allows for levelled learning. I'm interested in hearing from others attempting this type of program. Sharing ideas, concerns would be helpful. Right now, biggest concern is getting full buy-in from other staff members, and some parents. Also, the district goal for these kids is to move them to regular first grade. What to do with those who are lagging in skills: 1st grade teachers don't have the resources we do right now to accomodate different learning styles,levels. This is a HUGE improvement from the 1st year, though, and has rekindled a love of teaching in me. Hope to hear from some interested people! SUBJECT: Re:Successful Strategies Date: 95-10-20 20:55:11 edt FROM: SKARENTS I am teaching in a successful (so far) program that has teamed my class(spec. ed K) with a regular ed K class. Our rooms are open to each other; the kids freely mingle and move back and forth. We plan our schedule/routines/lessons together. We have mixed and then divided our groups, so we are able to teach to a smaller group (approx 16 kids). All the students have seemed to just fall into the routine. The children in my class are not seen as different, I'm seen as just one of their teachers. The children in my class are classified as Developmentally Delayed, Learning Disabled, Autistic, and Educable Mentally Handicapped. Many receive services in OT,PT, and Speech/Language. The fundamental components that have contributed to the success are: -both teachers really want to do this -two teaching assistants work with us to help facilitate and support individual student -common planning -shared philosophy -thematic approach to instruction enables levelling of activities. -co-teaching I'd be glad to converse with you more. I really want to get more info and feedback about inclusive programs. SUBJECT: Re:K inclusion/co-teaching Date: 95-10-21 14:58:36 edt FROM: SusanS29 I don't understand why EMH and SLD are in the same special needs class, since their special needs are so very different... that said, having the inclusion model probably eases the problems somewhat-but in my opinion putting EMH and LD in the same class is unconscionable (not that you did it-but I can't imagine what your school district is thinking of!) SUBJECT: Re:We need your help!!! Date: 95-10-27 22:37:10 edt FROM: PattiMcHam "Their view is that if these kids are going to college, they should not need supports such as assistance with notetaking, speech therapy, etc. Thus, when a parent asks that his or her teen be put into the College Prep track, they are told they will first need to be declassified." Your message is *so* disturbing. I can't imagine how frustrated you must feel! Who are these people and what planet did they come from? Call your State Dept. of Education, better yet, write them and tell them what is happening and ask for an opinion on this policy in writing. Do the same with the federal Dept. of Education. Ask these people if Stephen Hawking, the renouned scientist, would not be college material? Good luck and keep us posted : ) SUBJECT: RE: Inclusion Reg Ed View Date: 95-10-28 18:43:16 edt FROM: Gkloib I am a learning support teacher currently involved in inclusion. For the most part, the teachers of my school would rather send these inclusion students back to self contained classroms. A few of the teachers are really working well with me and seem to be in favor of inclusion, although they could be putting a good show. I'm just curious as to how the regular ed teachers view inclusion, and if they have any suggestions or solutions. SUBJECT: Re: Inclusion ideas!!!!!!! Date: 95-10-29 17:26:27 edt FROM: TeacherLys TOPCHOPP, I'm also struggling with trying to make a group of students with intensive needs more a part of the school community. In the past, they have had lunch, recess, art and music with other kids their age. When I started at this school, I decided to try inclusion during computer lab times as well. I also feel that my students should participate in library activities, even if their goal is to just pick out and sign out their own book, while the rest of the class learns to use a card catalog, however, I've not yet been able to work this out. Another idea is to have your students participate in all-school themes. For instance, my school has just recently made a committment to maintaining a school-wide geography theme. I am beginning to have my students make flags from around the world to hang up around the world map that will be hung in the cafeteria. I am also thinking about multicultural celebrations that my students can make food and decorations for, and then have a party to invite "regular" education kids to. I'm finding that it's difficult to begin such a program from scratch. I've wavered on the philosophy of "Full Inclusion" for a long time. Now I'm beginning to feel that there can be no in-between. If are kids are to really gain respect as a valued part of a public school community, they really need to be fully included. I hope the support will reach all of us soon. Feel free to e-mail me. TeacherLys. SUBJECT: Disabilities Awareness Date: 95-11-01 20:30:25 edt FROM: TeacherLys HELP!!!!! I am working in a self-contained classroom in a public school. Myself and another special education teacher are trying to create and plan a school-wide disabilities awareness program (for the children, but even more so for adults who are less than "open-minded"). We are hoping that we will be able to encourage a more inclusive program if we can get more acceptance. Many regular education terachers in the achool are very discriminatory. Many of the kids are interested, but others tease, or are frightened by behaviors, equipment, etc... I would love to receive any resources, information from people who have done such a program in the past. PLEASE E-Mail Me!!! TeacherLys SUBJECT: Re:Disabilities Awareness Date: 95-11-01 21:57:38 edt FROM: Ratatat We have a clinic here in our city that specializes in children with disabilities - some of them severe. One of the schools here organized a disabilities awareness "fair" on a week day in their gym for a part of one afternoon. The clinic brought examples of equipment that some children might use who would be included in a regular classroom, and others that were for more impaired children. The people who came not only were given demonstrations but were "disabled" and *had* to use the equipment to perform normal every day tasks. It was an eye opener from what I heard. Also, a center was set up to allow people to become visually impaired. This was achieved with blindfolds and obscuring glasses. The people then had to spread peanut butter on a cracker, tie their shoes, and do other sight dependent activites. I can't remember much - a friend who attended shared this with me, but it sure sounded neat - and like a real eye opener. I like your idea a lot. Sounds like you really need some of this kind of program in you school. SUBJECT: Re:Disabilities Awareness Date: 95-11-02 15:09:38 edt FROM: S gretz 17 My suggestion is to try and break it up into smaller chunks, perhaps grade level at a time. I know this spreads it out more and takes longer but my concern would be on the impact you would really have with a school wide assembly. My experience is that kids do want to talk and ask questions which would not lend itself well to a school wide event. Why not invite adults with disabilities to school to talk about their lives or share their talent? also, locally, our county just created a film called Small Differences that is a video for kids created by kids about kids with disabilities. We just saw the premiere. It was exceptional, although I have a few critics. It is being made available to every public and private school building in our county (42 school districts) and will come with a discussion book, because that is where you can really get to the heart of the matter is in direct conversation with kids. Good Luck SUBJECT: Re:S gretz 17/Disab.Awarenes Date: 95-11-02 23:12:49 edt FROM: TeacherLys Thank you so much for your response. Can you please E-Mail me with information on how I may obtain a copy of your video and booklet? Thanks, TeacherLys SUBJECT: Re-structuring and inclusion Date: 95-11-03 02:06:18 edt FROM: JQuinn7488 My high school is in the process of restructuring- going from 6 period day to 3 90 minute periods with a mentor/student format. Our Sped dept. wants to leap at the same time to a full inclusion/collaboration model. It's a large school: 1800 students, 200 of them certified, 8 teachers plus support staff. Anybody anywhere with ideas, advice, examples, disaster or (hopefully!) success stories, please e-mail me. THANKS! Warm in Alaska- SUBJECT: Preschool project Date: 95-11-05 14:37:44 edt FROM: SEAPIG I am the director of a new inclusion program in a private preschool. Please let me know if you have any ideas, resources regarding testing and educational program planning. Thanks. SEAPIG SUBJECT: Re:Inclusion: Comparing Prog Date: 95-11-05 15:47:38 edt FROM: NYBERGJB I'm from south TX. Our inclusive program started gradually by having students return to their home campuses. We palced all students in a reg. ed. class and used a resource-type pull-out program for spec. ed. IEP's. Then we slowly introduced the students back into reg. ed. curriculum 1 class at a time and individually trained reg. ed. teachers on modifications and beh. management. I have 9 included students I work with on a daily pull-out basis fro reading and math but they all attend Reg. Ed. PE,Music, Library, SS, Science, ESL or Spanish classes. If anyone is more interested in our program fell free to contact me at NYBERGJB@AOL.com SUBJECT: Re:Preschool project Date: 95-11-06 20:11:49 edt FROM: Boulevard My son was in a program funded through a grant here in Shawnee Mission, KS a few years ago - it was entitled Linking And Using Networks for Children with Handicaps (LAUNCH). The idea was to take a district early childhood special ed. program and integrate it into a community child care program. The special ed. teacher had a para, and usually 5-8 students, I believe. She did integrated activities and reverse mainstreaming in the preschool, and was a great asset in helping them modify for the children in their program that needed assistance. During the second year, it was done through a class-within-a-class model (14 kids in the room; 1/2 identified as special ed; 1 early childhood teacher provided by the center, 1 special ed. teacher, 1 para). It was great! If you're interested, I'll pass along your name to the teacher. -Nancy SUBJECT: The end of sped teachers? Date: 95-11-08 15:48:25 edt FROM: MPbamberg Last Fall, I attended a seminar about inclusion. It mentioned that true inclusion is that special education would end, no more teachers either in the classroom or in a resource room setting. I have become worried. Since that conference, I was laid off my job and have had difficulty finding another one. I have a masters degress in special education. Have any other teachers worried about their job and the future of special education. Please respond back to a teacher in Massachusetts. Thank you. SUBJECT: Re:The end of sped teachers? Date: 95-11-08 19:32:03 edt FROM: Suzeq99060 Here in FL, sped tchrs are PREMIUM. They DO NOT have enough trained professionals. Even in the inclusive programs, sped tchr is integral to success; at least in philosophy, and so far in practice. The sped tchr becomes the resource, and in some cases, the co-teacher of the gen.ed tchr. SUBJECT: Re:The end of sped teachers? Date: 95-11-08 19:36:21 edt FROM: Boulevard As a parent of a special needs child, I would certainly hope that we don't "throw the baby out with the bathwater" and assume that any one type of delivery model is best for all kids. That's discrimination, whether it's insisting on total inclusion or total segregation. It's not an "Individual Education Program" if it doesn't individualize according to need. SUBJECT: INCLUSION FAIRFAX COUNTY VA Date: 95-11-11 10:41:05 edt FROM: CANNON4466 I am interested in learning of other parents' experiences with inclusion of their Special Needs children in regular ed classes in schools in Fairfax County. Please respond. SUBJECT: Re:Research on Inclusion Date: 95-11-11 14:30:46 edt FROM: Novicecomp I'm looking for research on inclusion of SH students that focuses on the attitudes of the school staff. Are these attitudes affected by inservices, availability of support services and previous experiences working with SH students. Any help is deeply appreciated. E-mail Novicecomp@aol.com Thanks Yvonne SUBJECT: Re:Inclusion.....can someone Date: 95-11-14 18:54:10 edt FROM: ELGLO FROM: elglo I have fulltime inclusion OH and ID. Beendoing it 3 years. love it. writeto me for further info onhow we set up and worked it out. I am always interested in new ideas. SUBJECT: early childhood inclusion Date: 95-11-19 16:10:20 edt FROM: SLARDAV Hi! I am a preschool special ed. teacher and my current class is an integrated class of 8 developmentally delayed 4 and 5 years olds, and 9 ECEAP 4 year olds. This is the first year we are integrating a preschool class in our school district. I would like to hear from people who are currently teaching in an integrated early childhood classroom. I"d love to get some ideas of what is and is not working. Thanks!!! SUBJECT: Re:early childhood inclusion Date: 95-11-21 19:50:41 edt FROM: KarenL2888 Just a reminder to all you kind folks that we have a weekly discussion here on AOL regarding Inclusion. We meet Thursdays at 10PM EST in the chat room accessible at keyword BETTERHEALTH. Thanks to Susan for letting me post this here from time to time. For more info, contact me or EG12. Thanks! KarenL2888 SUBJECT: Re:Inclusion: Comparing Date: 95-11-22 02:05:56 edt FROM: LB Boring Inclusion has been a nightmare for my daughter and I. As a resource teacher, I see it very successful for some kids and awful for others. It seems to work best for kids that are either so far behind or learning at such a different level than the other kids that there is no cross-over, or for kids that just need a boost in learning strategies and can catch up quickly. I don't know of any child that doesn't feel different when they aren't learning like the other kids in the room. A pull out program or self contained class can allow a child to feel like a real member of a community. SUBJECT: Re: Inclusion: Comparing Date: 95-11-22 10:59:01 edt FROM: SusanS29 " I don't know of any child that doesn't feel different when they aren't learning like the other kids in the room. A pull out program or self contained class can allow a child to feel like a real member of a community. " Thank you, LB. I have the same concerns. I don't know a single third grader who wants to work on beginning consonant sounds in front of his or her peers. SUBJECT: Re:Inclusion: Comparing Prog Date: 95-11-22 20:02:55 edt FROM: AnnToreen Let me complete the statement for you guys. "The student has the right to the least restrictive AND MOST APPROPRIATE learning environment." Why is "most appropriate" being ignored? SUBJECT: Re:Inclusion: Comparing Prog Date: 95-11-22 21:16:46 edt FROM: Oynk oynk AMEN Not only do few 3rd graders want to work on sounding out words in front of their peers, but most would do a lot better without the distraction of 20 other students doing reading around them. If we truly believe that a student (LD in particular) is capable of being taught and "catching" up, then we do that child a disservice (sp?) if we endlessly modify their curriculum so that they can "fit in" and "feel good." I believe that my students can LEARN and be truly mainstreamed. SUBJECT: Re: Inclusion: Comparing Prog Date: 95-11-22 22:07:19 edt FROM: Suzeq99060 The essence here is "appropriate". So much is dependent upon the individual student, the teachers involved, and other students, and developmental levels. In my kindergarten co-teaching classroom ALL the children (both identified sped and general ed) are benefitting from our use of levelled activities. It takes an enormous amount of planning between myself and my coteacher, but is well worth it. The fact that our district has provided us 2 terrific assistants also is a great help. But, bottom line is looking at each child individually and ALL involved attempting to find the MOST APPROPRIATE situation for that child. SUBJECT: Re: Re-structuring and inclus Date: 95-11-23 23:42:29 edt FROM: CoTeachNet Dear JQUINN7488, I would suggest waiting until your school adjusts to the time restructuring and mentor/student format. I am in a school which is trying everything "new" all at once and we are going crazy! The problem is that there needs to be something familiar that people can hold onto when going through a significant change such as your time and personnel restructuring. Trying to through inclusion/co-teaching on top of that would, in my opinion, be disasterous. Take at least a year for teachers to adjust to the new schedules which will affect everyone, THEN try inclusion on a small scale. I feel from my heart, you won't be sorry. Candy - CoTeachNet SUBJECT: Inclusion Date: 95-11-30 21:27:34 edt FROM: JillCricks I am interested in learning about how other schools handle the inclusion program in their schools? What role do your regular education teachers play? SUBJECT: Inclusion Date: 95-12-02 18:49:11 edt FROM: JillCricks How do your special education teachers support your regular ed. teachers in inclusion? SUBJECT: Re:Inclusion Date: 95-12-03 19:25:43 edt FROM: AP80 I teach Resource in a middle school. All of my kids (mostly LD) are in regular classes. The teachers give me their weekly assignments. I post them in my class for kids to compare to their assignment notebooks (somekids don't record it all). I keep supplemental materials in my class (lower reading levels of same topics, manipulables, maps, etc.) As they work through their assignments, I check to see where and when their individual disabilities come into play with each assignment. Some may need text read to them; some may need me to record lengthy answers; others may need language restated. If they need a significant amount of reteaching of a concept that may be over my head (physical science kills me), I arrange a one-on-one meeting between the student, the teacher and sometimes, me. I also make suggestions when an assignment needs to be modified and provide supplemental materials to classroom teachers that may benefit many students in their class. That's some of what I do to support inclusion. SUBJECT: Re:Inclusion Date: 95-12-04 08:04:55 edt FROM: KarenL2888 The key to inclusion is just that...support. If there is not Administrative backing, Inclusion workshops, feedback and development, the system is doomed to fail the child. If inclusion is not right for your child, certainly seek alternatives. But, if Improper Inclusion is failing your child, you have two choices. Do it right or give it up. I chose do it right. I dont regret it. Karen SUBJECT: Re:Inclusion Date: 95-12-06 22:53:53 edt FROM: BEUK30 To: JILLCRICKS-I team teach with a reg.ed. teacher-we split work 50/50-It is supportive and we both teach all the kids-I modify reg ed curriculum. (BEUK 30) SUBJECT: Re:Exhausted!!! Date: 95-12-07 03:38:03 edt FROM: BenA44 Perhaps you're in the wrong field. If you can't find the time to work with the aide and deal with the pluses of inclusion....well. As a parent who wants inclusion, and inclusion is parent driven, I understand why a parent wants it: To teach people how to be with our kids; to teach our own kids how to be with the regular world. we often run into special educators who say our kids are cute and lovable BUT don't ask for this! Accept a seperate life. Just admit you are uncomfortable with inclusion. That you entered the field for these reasons:...... and it doesn't include treating kids with disabilities like they belong. Admit your limitations and tell the principal. After all, you didn't enter the field to trailblaze. Inclusion is a value. Perhaps you don't have it. SUBJECT: Re:Inclusion.. Date: 95-12-07 03:41:38 edt FROM: BenA44 Value children. Maybe those teachers who are giving you problems are a 90's version of those teachers in the 60's of the old south who said it is impossible to educate black children with white kids. There is little you can do. Inclusion is parent driven and Exclusion is fear and comfort driven. SUBJECT: Re:Inclusion Date: 95-12-07 03:42:39 edt FROM: BenA44 Read books by Mary Falvey, the Stainbacks. Talk to parents who want it. SUBJECT: Re: Inclusion Date: 95-12-08 07:49:13 edt FROM: KarenL2888 Check out the new Home Page by Marsha Forest and Jack Pearpoint at http: //www.inclusion.com Karen SUBJECT: Inclusion and Technology Date: 95-12-17 16:37:35 edt FROM: MoeSull Does anyone have any material or experience utilizing computers with incllusion students? My daughter is doing a study on the subject and I volunteered to try and get information for her. Thanks, MOESULL SUBJECT: Re:Exhausted!!! Date: 95-12-17 20:29:01 edt FROM: Espericuet Look for support from your special education department and collegues. As long as your following state and federal guidelines and you are acting in the best interest of the child, you don't need the support of your local staff because the law is your back-up! SUBJECT: Team Teaching Model Date: 95-12-18 21:41:52 edt FROM: TeacherLys Does anyone have any experience (yours or someone you know) with team teaching models, i.e. a special ed. and a regular ed. teacher together in a classroom with a small percentage of children having disabilities? I would love to hear about this! After debating in my own mind the issue of inclusion's effectiveness, I have come to beleive that this method is probably best. Please post here or e-mail. Thanks, TeacherLys SUBJECT: Just starting Date: 95-12-18 22:38:21 edt FROM: Joejamez I teach in the Gary Community School System (Indiana) and am looking for information on how to successfully (or unsuccessfully) implement full inclusion for an urban school system. I have been placed on a city-wide committee and would greatly appreciate any help.E-mail through AOL (Joejamez).Thanks! SUBJECT: Re:Team Teaching Model Date: 95-12-19 02:32:07 edt FROM: Espericuet COMMUNICATION IS THE KEY TO SUCCESSFUL INCLUSION AND PROGRESS FOR ANY STUDENT. IF THE REGULAR TEACHER AND THE SPECIAL ED. TEACHER COMMUNICATE ABOUT THE CHILD, HE/SHE HAS THE BEST TEAM BEHIND HIM/HER. HOW CAN YOU BOTH BENEFIT HER NEEDS? GET THE PARENT INVOLVED AND ANY OTHER PART OF THE SCHOOL PERSONNEL. SUBJECT: Re:Team Teaching Model Date: 95-12-26 22:45:15 edt FROM: CGuth43409 I also think it helps for the specialist to be dual certified in reg/sped. SUBJECT: Inclusion Date: 95-12-27 14:57:28 edt FROM: KimmyRus I am doing a research report on inclusion and would be interested in published research(journals, magazines, etc). Also, inclusion issues such as parental views vs. adiministrative views(is it working?, successes, problems, etc) and/or different classification of diasabilities affecting successful/unsuccessful inclusion. I am also looking for computer strategies or lessons for inclusion students as well as reg. ed. students. We are accessible to the Internet. If inclusion covers the spectrum from spec. ed. students to the gifted, I would be interested in any information of cited resources and successful programs for all students in the classroom. Please E-Mail. Thanks so much. Kim SUBJECT: Inclusion can work Date: 96-01-07 03:26:00 edt FROM: Supermom28 I have a 6 year old autistic son, and inclusion has worked wonderfully for him. But I had to fight to get him included. There is a lot of distrust between parents and school officials. And as a parent, I can understand why. I was made to feel guilty throughout the decision making process. My son did not like the woman giving him tests, and therefore, he scored in the MOMH range. The fact that he did not like this woman was not even considered by anyone on the conference committee but me (although it was mentioned several times by his teacher). Our school system is just starting inclusionary programs, and the only way I can see things working is if our co-op representative quits. She gave me the option of sending my son into his home school with minimal supports or sending him to another school where a special ed. classroom would be available, but only used if he "couldn't handle things" (which tells me that is where she was planning on sending him 95% of the time). If a child is supposed to be included, doesn't that mean he will be in the reg. classroom as much as possible. I wanted inclusion, because as a parent, I am the true EXPERT on my son's capabilities and moods. And now he is showing everybody who said that he couldn't keep up than he indeed can. Sure, his work is modified, and sometimes, he just can't keep on track, and that is where I come in. As a parent, I feel that the only way this can work is if I am involved in every way possible. I have a checklist that the teacher sends home tracking his performance, every week his speech, OT, and Spec ed. teacher write me an in-depth note telling me which goals his is mastering in his IEP, and I am a room mother, which gets me into the classroom and working with all of the kids there. Every evening I go over what he learned in class thanks to the extra copies of worksheets his teacher sends home. This process is not at all the easy way to go. But my son, who has a 2-3 year speech delay, has went from just slight speech to speaking full sentences, to saying words like "excellent" "awsome" "cool" and is finally starting to act and think like a 6 year old. I am not saying this is a cure or anything, but I think it can be a positive beginning, if it is handled correctly. I know I will have problems with my co-op director. Next year is going to be a lot of "fun" because I want a full-time aide (my son has ADD and needs help with keeping on task, and he needs instructions repeated to him in order to understand because of the autism) and I know I am going to run into the "send him to the other school" syndrome. But I am ready to do whatever I have to do to provide the best education my son is able to receive, and in his case that is in an inclusionary setting. I can understand there are people who are afraid and don't know how to handle what is being thrown at them. My advice to you is to research as much as possible, and to talk with other parents about their experiences, get to know your child's teacher, and building principal. And if all possible, get involved with school activities. I am always around if you need to talk just e-mail me. God bless you all. Sheri SUBJECT: Inclusion: Best Teaching Date: 96-01-09 20:09:29 edt FROM: JMmoo7 I am the special education half of a team of two teachers in a 4th grade inclusion class. The program started four years ago with five severely emotionally disturbed children included in a "regular" (what's that?) class. It was not our idea, to start with the most difficult children (as physicians would not start with worse case scenarios to employ new technogy... they'd start with patients with whom they felt they'd be successful),.... but the powers that be switched things on us and that was my role.... to include severely disturbed inner city kids..... We met with success with 3 out of 5 students that first year.... the kids were successful academically, socially, behaviorally... The two that "didn't make it" had parents who were concerned about losing funds if the kids were too successful...really! We now serve a mixed group....LD, ED, MR .... 9 special ed. children, 24 "regular" (there we go again!) children and have the benefit of a full time aide..... The kids ARE successful and happy......Why? Instruction that fits their needs (and hey...what do you know? A great many of their at-risk classmates are meeting with more success also!), a non-coercive philosophy (we,the school, have adopted Glasser's model-useful and relevant instruction), learning styles, cooperative learning, etc..... The kids know that fair does not mean that everyone gets the same thing, but what he/she needs (F.A.T. City video). Our kids don't distinguish between reg. ed./spec. ed. teachers...we are both their teachers. Best Teaching Practices, in a nutshell, will go a long way to meet the needs of ALL of our children and give us the time and energy to meet the individual needs of students...... Unfortunately, it took me 12 years to get to a place where others believed in this philosophy! Good luck all! WOW!!! How much FUN I'm having!!!! SUBJECT: Re: Team Teaching Model Date: 96-01-10 22:16:24 edt FROM: Jcrayola My daughter is in a co-taught first grade. 7 of the 21 children are special needs. The special ed teacher told me it took some convincing to include these children, but in the 2nd year it is very successful. They are respectful of each other's position and work to the benefit of the students. They mesh together nicely and the lines between special and regular ed are hard to distinguish, The change in my daughter is remarkable. She loves going to school and her self confidence has blossomed. Unfortunately, in my town it is up to the teachers and next year there is no such thing as inclusion. I have been worrying about this since October and I'm no sure where to go with it. SUBJECT: Team Teaching Model Date: 96-01-12 18:03:48 edt FROM: Blucher I am currently teaching in a school where 4 - 6 grades are departmentalized AND we have 10 E.I. students participating in almost full inclusion. We are in our third year of this program and are wondering if there are any other schools who are doing something similar. We are looking to share ideas, information (about academic success, failures etc.). If you are teaching in, or know of a similar setup, please E-Mail me. Our team would really like to hear from you. Thanks. SUBJECT: Re:INCLUSION FAIRFAX COUNTY Date: 96-01-13 13:14:49 edt FROM: COOKIEM2U I have a son in Fairfax Co. Schools and it has been a nightmare. We moved here from Massaschusetts and a great school system. There my son was in regular classroom with a special ed teacher also (team taught) and then he went once a day to a resource room where he received additional help. It was great. Moved to Fairfax Co. and encountered such attitudes that if I wanted any special accommodations then it was a self contained classroom. Over my dead body. Even had a "special ed teacher" (and I use the term lightly) to tell me that he didn't know that an ADD child would act different without medicine. Now I know that he wasn't a doctor but I am still trying to find out where he "bought" his degree. We had to move him to another classroom and he is doing better. I think the biggest problem that people in our district are running into is the administration would rather spend their time fighting what they are required by law to do than just complying. There is a lawsuit that is coming up for violation of civil rights of a special ed. student......I am anxiously awaiting the results. SUBJECT: Inclusion/Collaboration Date: 96-01-13 19:37:05 edt FROM: Joe Maddox Need articles from Learning Disabilities Quarterly, titled Concerns about the "full inclusion" of students with learning disabilities in regular classrooms. SUBJECT: Re:INCLUSION FAIRFAX COUNTY Date: 96-01-14 15:38:41 edt FROM: TeacherLys Message for COOKIEM2U: Sorry to hear things aren't going well in Fairfax; I was under the impression that their special ed. services were up to par, but I must have been mistaken. I enjoyed reading that some schools here in Mass. are using team teaching approach to inclusion. Those who say it is impossible, may never have been exposed to the right model. I'm teaching here in Mass. Would you mind e-mailing the name of the system you came from to me? I'd love to apply for a job there! TeacherLys SUBJECT: Re:Team Teaching Model Date: 96-01-14 15:40:48 edt FROM: TeacherLys Jcrayola, If the team teaching model has been so successful, then why will the inclusion program no longer exist next year? You should insist! TeacherLys SUBJECT: Re:INCLUSION FAIRFAX COUNTY Date: 96-01-15 00:53:04 edt FROM: SusanS29 "Sorry to hear things aren't going well in Fairfax; I was under the impression that their special ed. services were up to par, but I must have been mistaken." Unfortunately I have heard multiple stories of poor services from people in Fairfax County. SUBJECT: Denver Weighting Scale Date: 96-01-15 12:33:35 edt FROM: MARYBHAIR1 I need some information please. Has anyone heard of or know how I could learn more about the Denver Weighting Scale used to determine services for persons with disabilities? Any help or references would be greatly appreciated. E-mail address is MARYBHAIR1 @aol.com THANKS. SUBJECT: Team Teaching Date: 96-01-18 22:50:19 edt FROM: Ratatat Moved from another folder.... SUBJECT: Team Teaching Date: 96-01-16 21:39:35 EST FROM: Blucher Our elementary school has 10 E.I. students fully mainstreamed in our upper el. We also have a departmental program for grades four through six, in which these 10 students are included. If there are any other schools doing a similar project, we'd love to hear from you. We'd like to share successes, failures etc. Please E-Mail me. Jerry Sauve Brookside Elementary School 2505 Madison Grand Rapids, MI 49507 Screen name: Blucher SUBJECT: Re: Team Teaching Date: 96-01-18 22:53:24 edt FROM: Ratatat Moved from another folder: SUBJECT: Re:Team Teaching Date: 96-01-17 22:39:32 EST FROM: TREEMAN81 PLEASE CLARIFY EI. I'M NOT SURE WHAT THE INITIALS STAND FOR. SUBJECT: Re: Team Teaching Date: 96-01-18 22:55:07 edt FROM: Ratatat Moved from another folder: SUBJECT: Re:Team Teaching Date: 96-01-18 18:56:09 EST FROM: Blucher E.I. stands for Emotionally Impaired. Thanks for asking SUBJECT: Inclusion models Date: 96-01-22 23:57:25 edt FROM: Teddi78250 I am a regular ed, fifth grade bilingual teacher currently teaching 9 included students (LD, MR) with my population of 24 total. We are in our first year of inclusion. We are trying a teaming/co-teaching model with limited success, and are seeking succesful models to adapt/follow for upcoming years. I am particularly interested in models which allow reg ed and spec ed teachers to co-teach, and what was put into place to allow this to happen (i.e. grouping, common planning, etc.) Each of our team of seven teachers has included students, although I have the most and the nost "support" time. We are starting to feel that our resources wouldn't exhaust themselves so fully if we included students into fewer classrooms and concentrated our spec ed support(two teachers and two aides, most of the day) into those few classrooms. Anybody have experience with this? An added bonus for me would be how to accommodate LEP students (both spec ed and regular ed) in the included classroom when not everyone has the same language background. Our school also has several autistic children. Add assessment...it's a mixed bag. We'd appreciate any help. By the way...our spec ed students who receive any instruction that is not on their current grade level are not eligible for honor rolls, but may receive other recognition. Saw that question posted earlier...thanks. SUBJECT: Re: Inclusion models Date: 96-01-23 07:39:21 edt FROM: KarenL2888 Wow! It continues to overwhelm me that teachers are including nine kids for every 25, and still other teachers have kids identified as special ed in theor classes too. I dont think we have that many kids in our whole district. Maybe we are defining worlds differently, or maybe your district is disproportionate, but Dan has been one of three at the most and two of those really have dyslexia or something which may or may not interfere with learning depending on the class. At any rate, we have not done "co teaching" in the sense that both are in one class, but have done "team teaching" in the sense that all courses are coordinated to cover similar subject matter or at least have a thread of commonality no matter how far fetched. The teachers meet at least weekly to see how best to tie Space studies with spelling words, etc. It has worked very well. Now that we are doing 8th grade curriculum, it gets a bit more shady, but then the options and amount of teachers participating alter the course as well. In fifth grade, we used the "sped teacher" as the laison and coordinator of curriculum and she did an excellent job. She even made a huge velcro map of Canada for Dan, with peel off provinces, which helped him learn all the names, placement on the map, and capitals within the lesson plan. Be creative, have fun, and dont be afraid to experiment. I always tell Dan's teachers that he had no owners manual. I make mistakes too. Hope this helps. Karen SUBJECT: Re:Team Teaching Model Date: 96-01-26 17:40:41 edt FROM: MEEPK Does anyone have any information on the effects of inclusion of the general education students. I need to research this topic and the pickings are slim. Any help would be appreciated. Thanks MEEPK@aol.comm SUBJECT: Center on Human Policy Web Date: 96-01-27 08:42:21 edt FROM: Sndrake The Center on Human Policy now has a Web site. The Center on Human Policy is a Syracuse University-based policy, research and advocacy organization involved in the movement to insure the rights of people with disabilities. Since its founding in 1971, the Center has been involved in the study and promotion of open settings (inclusive community opportunities) for people with disabilities. The URL for the web site is: http://web.syr.edu/~thechp The site already offers articles, annotated bibliographies and other materials. This site will be updated regularly and often (at least once a week). Please check it out and browse. Feedback is welcome. Sincerely, Stephen Drake (http://web.syr.edu/~sndrake) SUBJECT: Re:Team Teaching Model Date: 96-01-28 15:29:55 edt FROM: Heyentah "Does anyone have any information on the effects of inclusion of the general education students . . ." Are you asking about the effects of inclusion ON general ed. students? If so I have several unpublished sources. SUBJECT: Effects of Inclusion Date: 96-01-29 02:12:22 edt FROM: JNeth46093 I don't have any publications on the effects of inclusion on general ed. students, but I can tell you what I've experienced firsthand. My son had cerebral palsy; he was labeled with spastic quadriplegia, profound multiple disabilities, and did not use speech to communicate. Before his death 18 months ago, he was included in a regular sixth grade class. He worked on goals such as making choices, greeting peers, and improving his eating skills. I talked with the sixth grade teacher often throughout the year, and he told me that he had seen a definite positive change in the students as a result of having my son in his class. They were generally more accepting of differences among each other, saw abilities rather than disabilities, and showed a greater degree of compassion than previous classes. Academically, they scored higher on tests than the previous class. The teacher explained that he felt like the reason was because the students, in finding ways to present material to my son so that he could participate, actually had to go over the material in greater depth. For example, in a science activity, the learning group that my son was in helped him do the science experiment hand over hand (he was unable to move his arms or hands). It seemed that in this type of adaptive learning, everyone benefitted!! My feeling is that inclusion, if it is implemented in the best way, has a profoundly positive effect on students with and without disabilities. It helps them learn to appreciate diversity in others. In the words of one of my son's friends, "Even though Tee couldn't talk with his voice, he could really talk with his eyes! We were friends, and we just both knew it." SUBJECT: Re: Exhausted!!! Date: 96-01-30 00:08:07 edt FROM: AndieS4897 BenA44: Good thought but wrong tactic. Don't attack us teachers. You aren't in the room with us. When you spend 10 hours a day 6 days a week working on inclusion, lesson plans, affective processes, and just plain old fashion self help skills for 15 kids you let me know how I feel! SUBJECT: Any suggestions? Date: 96-02-02 21:09:56 edt FROM: CHRISM1313 I'm a first year ESE teacher in a full-inclusion/co-teaching program for 8th grade students with severe learning disabilities. I'm in a brand new school with a new staff of teachers. So with all this newness, no surprise that this year has been tough. What makes it tougher is how LITTLE (if any) training regular ed. teachers have received on inclusion and co-teaching!! We are struggling to find ways to make inclusion and co-teaching work. What makes me mad is that having just graduated from a well-respected university, I received HARDLY ANY training on inclusion OR co-teaching. SO HOW ARE WE SUPPOSED TO MAKE THIS WORK IF NO ONE KNOWS WHAT TO DO???? Has anyone experienced the same frustrations? I'd love to talk with you about how you're dealing with it and what you've found to work. Post here or e-mail me at CHRISM1313. SUBJECT: Re:Any suggestions? Date: 96-02-05 08:31:20 edt FROM: KarenL2888 Chris, There are some excellent resources out there on the Web... http://www.esu3.k12.ne.us/esunotice/inclusive.html http://cq-pan.cqu.edu.au/schools/local-schools/gps/inclusiv.html http://128.169.200.210/units/inclusive.html http://134.84.215.89/pub/reports.html http://134.84.215.89/pub/curricula.html http://www.almanac.bc.ca/~axis/incurrec.html http://130.111.120.13/~cci/focus.html http://eric-web.tc.columbia.edu/families/TWC/stage4_2.html http://beaches.soehd.csufresno.edu/soehd/ctet/ties.html http://eric-web.tc.columbia.edu/families/TWC/colaborg.html http://www.clark.net/pub/cfpa/execsumm/cb-inclu.html http://www.inclusion.com http://siksik.learnnet.nt.ca/docs/handbooks/juniorHandbook/InclusiveSchooling.html http://web.syr.edu/~thechp http://www.almanac.bc.ca:80/~axis/ http://www.sonic.net/nilp/ http://schoolnet2.carleton.ca/~kwellar/iaisites http://130.111.120.13/~cci/ccid.htmp http://www.metronet.com/~thearc/report/inclusup.html http://www.valdosta.peachnet.edu/coe/coed/sped/camp/proj/abstract.html http://curry.edschool.virginia.edu/go/specialed Happy surfing! Karen SUBJECT: Re:Team Teaching Model Date: 96-02-10 13:46:41 edt FROM: MEEPK Thanks for the grammar lesson, yes I am looking for information on the effects of inclusion ON students in general education. Perceptions and attitudes before and after, etc. I would appreciate your sending me information. Thanks. SUBJECT: Inclusion models Date: 96-02-11 11:52:01 edt FROM: Noinangie I am studying for my comprehensive exams and one of the questions ask. Give a brief overview of the theories and practices used in inclusion. Contrast two inclusion models. Discuss professional literature on inclusion. I need information on different inclusion models. If anyone has information, I would greatly appreciate it. SUBJECT: Re:Inclusion.....can someone . Date: 96-02-11 15:05:32 edt FROM: JGuerriere There is no doubt that starting an inclusion process will be difficult. Hopefully, you will have a supportive administrative staff (ha!!). Otherwise, you will quickly master the art of PR. Many teachers when they understand what to expect are quite responsive. It has been my experience that teachers become "posessive" over the new additions because they are now the teacher of record and feel a sense of responsibility. Things will generally take care of themselves from this point. For the curriculum and children in SDC programs, it is important to identify the core concepts and assist the regular classroom teacher in designing material or modifying current assignments in these areas. It is not important for our kids to know everything, however, they will learn the core concepts, which are usually in the strands of state curriculum. Best of luck-be strong..... SUBJECT: Inclusion chat Date: 96-02-13 14:48:51 edt FROM: LoriB4Unow There will be a chat held about INCLUSION on 2/13 at 9:00 EST in THE WORK ROOM. Keyword : TEACHER'S LOUNGE....then click on THE WORK ROOM. Feel free to come and participate.... :) LoriB4Unow SUBJECT: Re:Inclusion chat Date: 96-02-16 08:08:09 edt FROM: KarenL2888 The weekly Thursday chat still meets in BETTERHEALTH at 10 PMEST and there is also a chat starting in WOMEN on Fridays at 7PM EST. There was a post about a daytime group starting up as well! Success is so sweet! Karen SUBJECT: LD Inclusion Date: 96-02-16 16:09:28 edt FROM: Mi84983611 I would be interested in locating a MODEL program for LD inclusion. I am an SLP working in an inclusive school. As a team, we have celebrated great success with moderately and severely disabled students, but not so with the LD kids. We find that the services become "watered-down" for these students when we only provide support in the classroom setting. Sure, we modify assignments, but the direct instruction for basics that was provided through a pullout model is lacking. We are trying to provide a continuum of support, but time always seems limited. I would love to hear from a great model. (As a side note, I have an LD child of my own and find that private tutoring has a critical component of his education! Good thing we can afford it!)) SUBJECT: Re: Inclusion Date: 96-02-16 22:21:42 edt FROM: JHaines160 I would highly recommend viewing the video "Inclusion: Bernardsville Beginnings." It is about a lst grader being included and discusses specific adaptations which will work at any grade level. To receive this tape call the National Down Syndrome Society at 1-800-221-4602 or E-Mail them at http://www.pcsltd.com/ndss/ SUBJECT: Re:Exhausted!!! Date: 96-02-17 10:15:08 edt FROM: RHicks7255 Exhausted, I know how you feel. I am also fighting exhaustion. Not from the parents or the special children, but from the regular teachers I am with in an Inclusion situation. Last year I and a team of 7th grade teachers began an Inclusion Program. The teachers adopted the program and the special kids as theirs, not, "mine and theirs". It was utopia and I bought into Inclusion 100%. I saw test scores improve, I witnessed self-esteem improvement, and I also saw students be successful in the regular class. This year I was moved to an eight grade team, where by the way, the teachers knew nothing about Inclusion. They still have the mentality of "let's make them or break them". I have been reduced to standing in a corner in the regular class during instructional time, I run and type needed papers, I put grades on the computer, I am a necessary evil in the class. I'm constantly told I am babying the students and we must prepare them for high school. Oh, you say, "Stand up to these teachers!" I've tried and I am not heard. We have a new principal and he is terrified of rocking the boat. He agrees with me, but is unable to do anything for fear of the entire eighth grade faculty. I keep reminding him modifications are a legal right of these children and they must be made. Well, the straw that broke the camel's back has now occurred. A child with a tumor, who was absent from school 22 out of 45 days, was given a failing grade in Reading. (8 of those 22 days were snow days.) The class had only 7 grades, mostly from a required Article Response notebook that was massive for the EC students. By the way 9 out of 12 EC students failed. Oh, and the child that failed made an A the first quarter. My hands were tied and I fought for modifications. The teacher refused to give the child an incomplete. I've lost. No! the student(s) lost. I was an advocate. I called the parent after a nasty conference, in which I chose not to express my thoughts out of professionalism, and told him the truth. Now, my name is "traitor" to the team. I am not sorry for supporting this child. However, my job has taken on a burden that I am now unable to fight anymore and I have requested a transfer to another school. Why are regular teachers so afraid of modifications? Why can't they accept Inclusion? Why are they terrified of giving the children a bridge to self-confidence? Why? Why? Why? SUBJECT: Re:Exhausted!!! Date: 96-02-17 16:30:04 edt FROM: SusanS29 "My hands were tied and I fought for modifications. The teacher refused to give the child an incomplete. I've lost. No! the student(s) lost." Some teachers have to be dragged, kicking and screaming, to enlightenment (grin). You can't do it. A parent will have to lead the way, an assertive parent who nows what his or her child is capable of and who understands that the law is being violated here. A parent who is willing to write letters and rattle cages without becoming aggressive or rude. Do you know such a parent? If so can you put enough of a bug in this parent's ear that he or she will act on his or her own and not say "Mr. or Mrs. Jones told me you're violating the law..."? SUBJECT: Easy Social Skills Training Date: 96-02-17 17:51:57 edt FROM: Dr LindaH In a Fl. middle school (starting inclusion) we use RIGHT CHOICES a video driven social skills training program schoolwide for classroom mgt and for the discipline plan with raffle tickets and alternative behavior referrals. Weekly lessons on the ITV all year long on: problem solving, apologizing, negotiating, responding to teasing, using self control, keeping out of fights etc. keep everyone using the "stop and think, you need to make a good choice" language - even the bus drivers and custodians give out skill tickets. - it helps tremendously! (Dr LindaH e-mail or 813-985-9344 6405 S Queensway Dr Tampa, Fl 33617 if you have any questions.) No planning required posters, video lessons, lesson plans, scripted role plays, quizzes, real life scripts, coordinators manual, skil tickets in kit. SUBJECT: Re:Exhausted!!! Date: 96-02-17 18:05:17 edt FROM: COOKIEM2U Could you possibly be teaching in Fairfax County? Sounds just like them. SUBJECT: Re:Exhausted!!! Date: 96-02-18 19:26:07 edt FROM: Rayna One other suggestion is to arrange a meeting with the 7th grade team to discuss with the 8th grade team what was successful and what wasn't in working with your students. The principal might be willing to facilliate that meeting . Sometimes regular ed teachers find it easier to listen to other regular ed teachers. You might even consider having a high school representative at the meeting as well. SUBJECT: Re:Exhausted!!! Date: 96-02-20 17:33:19 edt FROM: Ratatat << I keep reminding him modifications are a legal right of these children and they must be made. Well, the straw that broke the camel's back has now occurred. >> As an parent who is informed about my student's rights under the law, I am upset that these children's legal and civil rights are being so blatantly and knowling violated. I attend many support sessions where I see parents, close to tears, talking about their students' problems at school, about the fall out they handle at home, about how the school always stalls them, gives them the run around, etc.... When they are told that the school has a LEGAL OBLIGATION to provide accommodations their jaws drop to their laps! Somebody has got to teach parents of students who receive special services and accommodations what their rights are. Maybe a workshop for these parents - all the middle school parents - to "prepare" them for high school? Also, the middle school and high school teachers need to spend a few minutes checking out what is happening in America's colleges and graduate schools. While the secondary school teachers are bent on preparing the kids for the next step (high school or college) by forcing the kids to "learn responsibility" and by getting tough on them, America's colleges are bending over backwards to provide appropriate accommodations for students with disabilities that effect their learnings. Arrrrghhhh! SUBJECT: Re:Exhausted!!! Date: 96-02-20 17:35:34 edt FROM: Ratatat << Some teachers have to be dragged, kicking and screaming, to enlightenment (grin). You can't do it. A parent will have to lead the way, an assertive parent who nows what his or her child is capable of and who understands that the law is being violated here.>> Susan....question for you. Couldn't a teacher file a complaint with the Office of Civil Rights? This would not be a complaint specific to the child, but rather one more general about the school's policies and practices being out of compliance? Could this be done annonymously? SUBJECT: Re:Exhausted!!! Date: 96-02-20 17:36:27 edt FROM: Ratatat <> What a great idea! Brava!! SUBJECT: Re:Exhausted!!! Date: 96-02-21 01:21:00 edt FROM: SusanS29 "Susan....question for you. Couldn't a teacher file a complaint with the Office of Civil Rights?" It would be political suicide. I have never seen a teacher do such a thing, and I've been in education since 1967 in one way or another. the effective way is to get a parent to do it. SUBJECT: Re:Exhausted!!! Date: 96-02-21 19:59:49 edt FROM: MPooreSLP I agree with Susan; there have been times when I have coached parents to call sp ed directors, superintendents, etc. Sometimes just the mention of a lawyer can get things moving. Once a district begins to realize that parents are going to insist on their kids' rights, it gets easier. But it takes persistence on your part and on the parents' part. SUBJECT: Alternative Assessment Date: 96-02-23 17:35:53 edt FROM: CHRISTYSCI I teach an 8th grade science. I teach 155 students, about 30 are inclusion. I have done many alternative assessments, but I need more ideas. Please send any interesting or new ideas to CHRISTYSCI@aol.com or mckinzie@umd5.umd.edu. Thanks. Also, my students would love pen pals. SUBJECT: Intrusion Date: 96-02-27 23:29:29 edt FROM: CherylN102 Any teacher that says a child with severe behavior problems and/or very low intelligence does not impact their classroom is a liar, oblivious to the affects noise and distractions have on other students with sensory problems or they never had a teaching program to begin with. As a parent of an ADD child and a special ed. aide I have had it with those who would push their child's social agenda above the educational needs of dozens of other students. In the end these distracting students will get a disability check and the other students that were not quite so disabled will have to get a job. Can society afford to do this to people? What is an appropriate education anyway? SUBJECT: Re:Exhausted!!! Date: 96-02-28 19:20:59 edt FROM: KarenL2888 >>>>>>>>>A parent will have to lead the way, an assertive parent who nows what his or her child is capable of and who understands that the law is being violated here. A parent who is willing to write letters and rattle cages without becoming aggressive or rude.<<<<<<<<<<<< Well, occasionally I get aggressive, I try not to be rude on a regular basis. ... I was delighted to be asked to be parent rep for my district in a 4 district state mandated Transition Planning Committee. As someone said at the meeting "Well, at least they must respect you...or they wouldnt have asked you" : ) Karen, who always thought they referred to her as Witch ...or similar rhyming words : ) SUBJECT: Re:Intrusion Date: 96-03-01 01:53:12 edt FROM: SusanS29 Clearly you've been working within a system where inclusion is not done well. It doesn't have to be the way you're describing. SUBJECT: Re:Exhausted!!! Date: 96-03-01 01:54:46 edt FROM: SusanS29 "Karen, who always thought they referred to her as Witch ...or similar rhyming words : )" Have you seen that bumper sticker: "My other car is a broom..." :) Sometimes what *feels* aggressive to an essentially nice person is really only appropriately assertive. I suspect that's how you really came across... just the kind of person they need to help them make changes. SUBJECT: Inclusion laws? Date: 96-03-01 18:25:39 edt FROM: BEE1BEAR I am a student teacher in California who has observed something very disturbing. Because full-inclusion has so wonderfully been accepted in this district, it seems that everyone wants their chance to try it out. However, in my case, I have not seen any sort of modifications for the four fully included students in my class. Instead, it appears that these students are just taking up space and not really making any sort of contribution to the class. Sure the regular ed. kids are getting a marvelous experience interacting with them, but what about the special needs kids? What are they learning? It's obvious that they are unable to do the regular ed. assignments. There must be a law or provision which is being violated, right? How can I make sure this won't happen in my classroom? Any opinions? I'd love to hear them. SUBJECT: Re:Inclusion laws? Date: 96-03-01 20:02:02 edt FROM: SusanS29 "I have not seen any sort of modifications for the four fully included students in my class. " It depends on the student. "Inclusion" ususally means that there is no expectation that the child can do the class work. In that case they should be provided with work related to the class work that they *can* do. "Inclusion" does *not* mean "dumping kids with special needs back into a regular classroom with no support to see if they drown or not." Parents will be in the best position to fight "dumping" in the name of inclusion. SUBJECT: Re:Inclusion laws? Date: 96-03-02 18:23:00 edt FROM: KMiller238 Students with disabilities do have some rights to appropriate instruction and that is laid out in the IEP. The IEP does not go away when a child is included, it just has a new place in which to be carried out. The SE teacher continues to be responsible for overseeing that instruction - even though it may be carried out by someone else. SUBJECT: Full Inclusion? Date: 96-03-02 18:48:17 edt FROM: Kanga1326 How can schools say they are meeting the limit of the IDEA, 504 when they clearly say there must be a decision made on each IEP by the MDT as to Appropriate placement for each individual student? There also must be a full continuum of services. Our Federal Laws don't even mention the word inclusion. I'm afraid that districts have been totally fooling themselves and playing a horrible "joke" on the special education students that are not appropriate for inclusion. It really sounds like the districts have tried to save a little bit of money (or quite a bit of money) or are they trying to be the lead on a bandwagon headed for failure. The problem is that we are playing with childrens' lives. Special Education People, wake up, we are going back to the days before the laws were drafted that finally gave our handicapped kids a chance. We need to wake up our law makers in D.C., they are acting like thier bank books are their focus. By the way, I don't count myself among the 'bleeding heart liberals', but I do count myself as a good educator and a fellow citizen of the U.S. that has a Constitution that says we are to have a free education available to all of us. For that to happen we must all pay the price. Some of that price can't be counted in $. SUBJECT: Re: Full Inclusion? Date: 96-03-03 21:16:23 edt FROM: MPooreSLP I wish we would do away with the term "full inclusion". It seems to me that we should use the term "responsible inclusion". So many kids' needs are neglected when we just jump on this educational bandwagon without looking very specifically at the needs of each student individually. I have seen students develop emotional disorders because their inclusion is too much for them. We need a full spectrum of services so that kids can be mainstreamed as much as is appropriate but can also have a secure, safe environment to retreat to when the inclusionary experience becomes too overwhelming. SUBJECT: Re:Full Inclusion? Date: 96-03-03 22:54:25 edt FROM: Ratatat <