I'm a special needs teacher for perceptually impaired students at the elem. school level..self contained. (See my file on" Burnout!") Rather than debate the pros and cons..we as educators need to see that inclusion is the future , and we don't have a choice whether or not we want to deal with this issue..we MUST!! Personally I'm in favor of Inclusion ..but more importantly if we are to help children with special needs and regular children as well..we need to be flexible and adapt to change. For those educators who say that they don't like the idea of special needs students in their classroom, they obviously don't have what it takes to be an excellent teacher...empathy love and compassion for all children!!
Subj: Re:Inclusion-Special Educati
Date: 95-12-04 22:29:38 EST
From: Msvquest
Posted on: America Online
I have taught in an inclusion classroom for the past three years in both science and math instruction. I have learned a great deal about my teaching methods and have become more aware of different learning strategies. I believe that all children learn differently, not just special needs children. I am always trying new approaches and would love to learn about other experiences from classroom teachers that are currently using the inclusion model.
Subj: Re:Inclusion-Special Educati
Date: 95-12-05 07:11:08 EST
From: Irishtwins
Posted on: America Online
I contributed the first letter in this file under Loxsnbagel. I usually go by the name Irishtwins, as my own file on Teacher Burnout is by. Accidently went in under Loxsnbagel.
Thanks! Irishtwins
Subj: Re:Inclusion-Special Educati
Date: 95-12-05 11:17:12 EST
From: KPWIII
Posted on: America Online
hello my name k.p.w.111.
i reall wish i could have someone like you to teach me how to read and do math. i can do so reading and math. but not division and fractions and i sometime get my multipcation wrong. i reall y wish someone could lead in into some hope. im so hurt for help. im 28 yrs old and i really want to go to college and get into comupters, so if you or someone elese could help me please e. mail me back. i stay in saginaw michigam . please can sone help me
Subj: Re:Inclusion-Special Educati
Date: 95-12-05 19:02:55 EST
From: LSHEPH
Posted on: America Online
Don'T BE SO QUICK TO CRITICIZE THE TEACHERS WHO DO NOT WANT SPECIAL NEEDS CHILDREN IN THEIR CLASSROOM. iN SOME CASES, THESE ARE EXCELLENT TEACHERS WHO TRULY BELIEVE THEY CANNOT ADEQUATELY HELP THESE STUDENTS, THEY BELIEVE THE TEACHERS TRAINED IN SPECIAL EDUCATION CAN BE THE BEST HELP. LSHEPH
Subj: Inclusion-Spec. Education
Date: 95-12-05 19:36:44 EST
From: Irishtwins
Posted on: America Online
it is obvious by SHEP's capital letters that she is not only shouting, angry and defensive , but not a flexible teacher willing to accept federal mandates and change in her way of teacher, and in the type of student she will soon be forced to teach in her class. Too bad she isn't open minded and willing to see the positive, loving , wonderful opportunities that inclusion affords all teachers!!!
Her loss, and tragically..her students' as well!!!!
Subj: Re:Inclusion-Spec. Education
Date: 95-12-06 18:59:20 EST
From: An a is481
Posted on: America Online
I have a comment to make---I'm a special ed teacher (primarily emotionally/behaviorally disturbed)
and have been for 5 years. The first 3 years were hellish. I was in a backwoods county with no budget, little parental control, and NO EMOTIONAL SUPPORT. The last year of that experience I was allowed to enter into an inclusion model with the "best" teacher in the school (7th grade science). What I thought was going to be a "team teaching" partnership turned out to be me wandering around the classroom like an aide. I don't mean to imply that being an aide was in any way to be looked down upon, but I don't feel that we were equal partners. I had to whisper a few words to clarify what was said.
What I'm trying to say is, unless all inclusion-model teachers are given specialized training, too often the "regular" teacher will assume that she/he is to be the "primary" teacher with the special ed teacher there for "emergencies".
Subj: Re:Inclusion-Spec. Education
Date: 95-12-06 19:12:34 EST
From: Semidivine
Posted on: America Online
Inclusion is great, but these special needs kids also need a little extra one on one to be successful.
Subj: Specialized Equip. Needed
Date: 95-12-06 22:55:25 EST
From: KKenney106
Posted on: America Online
I am a Special Education Administrator for a school idsrict. Is anyone aware of where a district could pick up a new or used Closed Circut Television..( magnifier) for a student who is visually impaired. Please contact me at KKenney106@aol.comm
Subj: Problem Solving
Date: 95-12-07 08:37:58 EST
From: Rockpaid
Posted on: America Online
How many squares are on a checker board?
How many squares are on a 6x6 Geo-board?
This is my e-mail adress: Rockpaid@aol.com
Subj: Re:Inclusion-Spec. Education
Date: 95-12-07 19:33:13 EST
From: TCHUR1992
Posted on: America Online
I believe every child should learn in an environment that is the least restrictive. I do agree that even though a child can be mainstreamed in a regular ed class, sometimes they do need to be pulled out and have a one on one. So many times in an inclusion model we want it so that no one knows whom the LD or ED children are. Well if a child is in the 5th grade and can not read or write, they need to have a one on one. Believe me the rest of the class will fiqure out whom is LD or ED.
What I don't agree with is when a regular ed teacher will refuse to take ED or LD students.
Subj: Re:Inclusion-Special Educati
Date: 95-12-07 20:07:25 EST
From: JERMUTTS
Posted on: America Online
Not all students should be included in inclusion. I teach EH. I have several, that if they were to participate in the inclusion, you would see alot of teachers getting other jobs
Subj: Re:Inclusion-Special Educati
Date: 95-12-07 20:09:06 EST
From: JERMUTTS
Posted on: America Online
When you teach these students do you get a teacher, or an aide to help them? Do they follow the classroom rules? What level do you teach???
Subj: Re:Inclusion-Special Educati
Date: 95-12-07 20:12:02 EST
From: JERMUTTS
Posted on: America Online
See your counselor, There are many colleges, votec center that will help a ESE student continue their education. If not, go to you local Junior College, college for help.
Subj: Re:Inclusion-Special Educati
Date: 95-12-07 20:19:17 EST
From: JERMUTTS
Posted on: America Online
I'm in totally agreement with you!!!!!!!!!!!!!!!!!!!!! There are many students who do NOT need the regular campus, classroom. Each child is different, an individual---that's what we need to look at. Unfortunately, the UPPER people have not been in the classroom, atleast for over a week-ten days, to deal with reality. Regular teacher SPEAK UP, ESE has, now to educate the REGULAR ED PARENTS-----Do they want the quite C student ignored due to the behavior of an EH, EMH etc. Student? What of the part-time gifted who aren't in a gifted program--as in our county????
We need to unite and speak up!!!!!!!!!!!!!!!
Subj: Re:Inclusion-Spec. Education
Date: 95-12-07 20:20:33 EST
From: JERMUTTS
Posted on: America Online
Read the law ..................It is NOT a federal mandate to use inclusion.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-07 20:24:18 EST
From: JERMUTTS
Posted on: America Online
Welcome to the real world. We EH teachers need to unite!!!!!! Not all students are ready for inclusion. We deal with them 6-7hours a days. Who is better to judge the child???? Our state seem to want the $$$$$$$. Regardless, of the emotional, physical, psychological well being the INDIVIDUAL
Subj: 1st yr. Inclusion Model
Date: 95-12-08 09:27:25 EST
From: YoSavage
Posted on: America Online
I'm in my first year with an inclusion model, at the middle school level. It's mostly great. There are some major frustrations. I have a few comments:
Yeah, inclusion appears to be the wave of the future, but so were poodle skirts. I believe that if it REALLY goes into effect, most of our average and above students will move to private schools.
I don't know/care what the law says about least restrictive environment. I DO care that common sense prevails. For example, one or more children with ADHD do not, repeat DO NOT, belong in the computer lab with thirty other kids and one teacher. Unless you don't want those kids to learn squat about what you're teaching. Ditto the kids who cannot read the menus or screens. My next trip to the lab, I'm sending those kids who need special help back to their RSP teacher.
Next issue: Grading. I'm having some real heartburn with this one. Two kids still count on their fingers to add and subtract, and don't know their times tables. One kid is RSP, with a reading/language arts goal (nothing in math), and the other kid is not (for any number of reasons). I'm being told that *I CAN'T* assign a grade of D or F to the RSP child because, it can be reasonably argued that his lack of reading ability is impacting his math, and--by the way--his social studies, his health and his science.
Excuse me? I will assign our district's grades of "P" for progress toward an IEP goal, or "NP" for no progress toward an IEP goal WHERE THERE IS AN IEP. In the absence of an IEP, in my "regular" classroom, you're going to get a "regular" grade. To grade any other way would cheapen the meaning of an honestly earned A, B or C in my room, while simultaneously misrepresenting to all of the students what is expected of them in the real world, where--by the way--I have spent most of my adult life. Very few REAL jobs have alternative assessment. You do the job, or you're out.
I'm off. To send "Special Reports" to the parents of children who are at risk of failing. Including RSP students, if they are failing in an area not identified by their IEP.
Next time, let's include the concept of lowered expectations for special education students. I wonder how many of my students have ever had any adult believe and expect that they can excel in any area?
Subj: Re:1st yr. Inclusion ModelI
Date: 95-12-08 18:32:22 EST
From: Peg CWLC
Posted on: America Online
I am the Aunt of a child involved in this inclusion. I feel that by putting Jack into the "regular classroom" has lowered his self esteem. The children KNOW that he is different and do not include him in anything. I know that the idea is out of someone's kindness...yet I feel for the teachers. It is impossible for them to get anything done with Jack in the room. He wanders and needs constant help to remain on task. I do however think that the districsts need to STOP labeling the rooms Special Education...Everyone knows the children need extra help...let's just not single them out...Thank you
Subj: Re:Inclusion-Spec. Education
Date: 95-12-08 18:32:48 EST
From: CGale95594
Posted on: America Online
I'm a SLP working in very carefully selected classrooms with teachers who want to learn more and don't mind an extra body floating around the classroom reiterating instructions or teaching a lesson for a few weeks. I believe it's much easier at the elementary levels. Inter. is difficult, there are too many other physical changes and social issues going on. I'd love to exchange ideas with some of you.
Subj: Re:Inclusion-Special Educati
Date: 95-12-08 19:50:43 EST
From: DPearce132
Posted on: America Online
LSEPH's comments were indicative of the polarization within the educational community. Educatiors and families need to embrace the concept of inclusion as a philosophy, and not a mandate. While LRE is alive and a federal consideration, if educators go to battle armed with an attitude positive change will not take place. I am a special education teacher who is dual certified in regular education. I teach in an intensity 5, self contained classroom. I have students who are included both academically and socially from 2hr./day to 7 hrs. per day. This was accomplished through teamwork, trust, and pairing the right student with the right regular educaiton teacher. The relationship is based on mutual respect and child-centered needs. Too many childtren are placed in inclusive seetings because of litigation and hearing outcome, and not through productive, comprehensive case management. Our school is a model school that is also a regular elementary school-not a luniversity lab school with an abundance of grad students who are able to provide intense ratios--and unrealistic expectations. We get it done-and we get it done well. Too bad the comments of LSHEPH are still out there in the profession.. Since they are, best to work with them and not turn them off to the prospect of a positive working relationship with special needs students and their families/staff/service providers.
Thanks for a place to vent!!!
Subj: Re:Inclusion-Special Educati
Date: 95-12-09 17:48:54 EST
From: Jrps Kane
Posted on: America Online
tHE trouble with inclusion is we are forced to include kids who don't belong. I've seen teachers bitten, head-butted and generally abused. One had her front teeth loosened; another had her nose broken. If we say we don't want this person in our middle school, the parent threatens law suit and everyone runs and hides. In the meantime, "normal" kids lose out!
Subj: Inclusion
Date: 95-12-09 22:46:27 EST
From: OneSpEd
Posted on: America Online
Wow, 27 responses in 3 days. Obviously, Inclusion is a hot topic. I ought to know, I am a special ed teacher who initiated it in our school last year. Sure there are still problems, but we are learing together how to meet the needs of each child. All teachers (including myself) and all students are learning from the experiece, though some more quickly than others. It takes people being willing to accept new ideas, support from administration and boards (time, $, flexibility), but it works!! These are just kids, and kids need to be with other kids if they are expected to act like other kids. Inclusion has been around for a long time: it has been called Least Restrictive Enviornment, and we have been in violation of the intent of it for a long time too.
Subj: RE: One SpEd
Date: 95-12-10 00:10:21 EST
From: YoSavage
Posted on: America Online
OneSpEd,
IMHO you are simplifying a problem that doesn't need a simple answer.
For example, you wrote >>These are just kids, and kids need to be with other kids if they are expected to act like other kids.<<
Yeah, but...which kids are going to act like which kids? In 's situation, one child who cannot be corrected makes one hell of a role model for the rest of the class.
You also wrote>>Inclusion has been around for a long time: it has been called Least Restrictive Enviornment, and we have been in violation of the intent of it for a long time too.<<
I do not disagree with the concept that we should not hog tie and keep in closets those children who do not score at the 50th %-ile on the CTBS. But where does it say that all kids belong in the regular classroom. I mean...don't they get special services precisely because they don't do well in most regular classrooms? Most of the kids who are included in my classroom belong there because a) they can learn there, and b) they don't keep others from learning there. But a child who cannot learn in my room (he's ADHD and 30 others in a room makes for too stimulating an environment for HIM, and HE learns nothing and everybody hates him) will probably be transferred out.
What ever happened to common sense and concern for the EDUCATION of children? You put a kid--any kid--where he or she is going to learn the most. You *UN-put* any kid into a setting where he/she deprives others of their education.
Sorry, but I think anyone who promotes any plan contrary to reason has put their agenda ahead of their kids.
YoSavage
P.S. We are kidding our professional selves if we think some of the kids whose parents want them *included" in school are EVER going to be *included* in society. Some of these kids will grow up and be thoroughly unstable adults, who will be excluded from the mainstream as fast as your local police department can say, "Up against the wall, *******."
:-D
Subj: Response to Marfleta
Date: 95-12-10 00:29:08 EST
From: C1R2MEYER
Posted on: America Online
Dear Marfleta,
I really feel for you! You are truly in a difficult situation. My advice would be to document everything and ask for weekly team meetings. Maybe you could talk the parents into reducing this child's day or writing up on the IEP--the specific behaviors that would result in systematic suspension. If you can mix something negative like this (e.g., consequences or opportunity for this child to take a self-initiated time out in a calm environment) with plenty of rewards (e.g., reward this child for less disruptions each day or go to a classroom contingency system), perhaps you could talk the parents into it. Or, maybe you could start videotaping lessons and subtly collect evidence (after getting permission from all the parents). I know of a teacher who videotaped events & lessons frequently and then sent the tapes home with kids to share with their parents at home.
Or, is there a behavior specialist in your district that could offer suggestions? Perhaps with more frequent meetings, discussion with the parents (invite the district spec. ed. managers too) around a specific beh. mgmt. plan, daily communication etc., you could work toward getting this child more intensive services (or a para). It currently doesn't sound like this child or others are getting much educational benefit out of this situation.
I hope things start going better. Inclusion often doesn't work well without supports, accomodations, and understanding--especially from those higher up.
Subj: Marflite
Date: 95-12-10 00:34:42 EST
From: C1R2MEYER
Posted on: America Online
Sorry about the spelling mistake. I had my message almost typed and couldn't remember your correct name.
Subj: Re:Inclusion-Special Educati
Date: 95-12-10 11:56:50 EST
From: KMAN997488
Posted on: America Online
Inclusion training should be mandatory for all teachers, not optional.
Subj: Re/Re YoSavage
Date: 95-12-10 14:37:51 EST
From: OneSpEd
Posted on: America Online
Perhaps I did simplefly my message (12/9). I an not and never will be a proponent of "full inclusion"of all students in the regular classroom. That is why I referred to Least Restrictive Enviornment. It has long been the case that we pull out students to deliver services when in fact thier needs could have been met in the regular classroom. We paid little attention to the intent of LRE and got away with it. The horror stories like that of Marflite should not happen. The decision to place this student full time in the mainstream sounds like one where everyone (administration) caved to the unrealistic demands of the parents. Nothing in the law says that a student must be included if he/she is danger to him/herself or others, if his/her presence keeps the other students from an appropriate learning enviornment, etc. Where is the support ($, personell) from the administration if this child's educational needs must be met in the Regular classroom.
All I am saying YoSavage, if used with common sense and based on the true needs of all students, the inclusion concept is very successful. Actually, I think we are probably speaking the same language.
Thanks for your response.
Subj: Re:1st yr. Inclusion Model
Date: 95-12-10 18:20:23 EST
From: KC1950
Posted on: America Online
I, too, have been a special education teacher for many years - approx. 20. Nine years ago I wrote an inclusion model for our school which was adopted by the school committee and has been in place for eight years. As far as grading is concerned, I agree that an LD student should be challenged to the max. If a student CHOOSES to not fulfill the requirements in our co-taught class, that student's grades reflect the CHOICE. Curriculum and presentation has been modified to enable a student to be successful, but, if the student CHOOSES not to employ organization strategies and study skills in conjunction with not doing homework, that student's grade WILL reflect the lack of effort. I have given D's and F's with unsatisfactory effort to students in my classes, and I will continue to do so.
Subj: Inclusion
Date: 95-12-10 20:21:36 EST
From: PBurns4425
Posted on: America Online
I agree with Jrps Kane. Inclusion without out support is terrible for everyone. The child who is being included is the one who is hurt the most! He/She is being set up for more failure and negative experiences. The "Team" in our school consist of the Psychologist, Social worker, Guidance counselor and Principal. The teacher is not involved--even thought she spends ALL the time with a student who is out of controll. I can relate. The only thing that saved me this year was support from my parents in my classroom. My parents demanded that something be done to stop their children from getting hurt. This forced the Administrator to place a shadow aide with the child. The child is now abusing the shadow aides. It's a crazy situation!
Subj: Re:ARD Meetings
Date: 95-12-11 00:35:08 EST
From: C1R2MEYER
Posted on: America Online
Please clarify what this acronym--ARD--stands for. It sounds like we have different acronyms/special ed. lingo across states and districts for common types of meetings.
Subj: Re:Inclusion-Special Educati
Date: 95-12-11 00:49:04 EST
From: BSmith9935
Posted on: America Online
I was shocked at your statement!!! not all teachers lack empathy because they ahave trouble accomodating a spcecial needs student. Have you helped those teachers, giving them suggestions for ways to alter the curriculum but not loosing the academic needs of the "regular" (mainstream) classroom? I teach in a school that has a high minority count, along with many non-english speaking students, of which many accomodations are made. In one class, there are 28 students, 8 of which see a resource room teacher, all are limited english with 3 integrated special ed students (self contained) . When those three are mainstreamed, I have no extra help. It is not that I don't want those kids, rather, I need help, ideas and techniques that work, along with another set of hands (why does the self contained teacher need help when all her kids are integrated into the other classes, couldn't she depart with her aide to help us who are struggling? Think it through before you have the idea that we don't want them, we are overwhelmed!
Subj: Inclusion
Date: 95-12-11 21:36:29 EST
From: Sjj5
Posted on: America Online
As a first year special educator, I find myself empathizing with all of you! I have sixteen + (number varies from week to week due to highly transcient population) special ed students in six different classes in a 3rd/4th grade attendance center, and I feel overwhelmed most of the time. Even trying to meet these kids' needs is mind boggling. The ones that upset me the most, though, are the "unidentified" slow learners...not low enough for EMH, not enough discrepancy for LD, but still they can't cope with regular classroom work. Most of the teachers in my building are willing to do what they can, although a couple are so afraid of lawsuits, trouble with the administration, etc. that they won't make any accommodations for any non-IEPed student.
We have "full inclusion" with no other options available along the supposed continuum of services. Some continuum. I feel the biggest problems with inclusion stem from an all or nothing approach such as the one we have here. I don't even have a classroom where I CAN take kids who need to get away or have one-on-one instruction. I share a tiny office with the speech therapist. This approach, plus no training for the regular education teachers are the biggest barriers to inclusion working.
Thanks for letting me vent some of my frustration. Glad to hear I'm not the only one!
Sandra
sjj5
Subj: Re:Inclusion
Date: 95-12-11 22:02:11 EST
From: DPearce132
Posted on: America Online
ARD "Admission-Review-Dismissal" is a process of intake, evaluation, service delivery, and dismissal.
IEP "Individual Education Program" is the document generated by the team. It is what lyou must base all future dealings on in regards to the student, family, school, and service. Our state,MD, has a 5 plus page document, not including the short term objectives and gols. As far as we are concerened, you had better know that document and keep it accurately measured. It can make or break a hearing.
I love all the jargon.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-12 20:14:15 EST
From: DonEdHil
Posted on: America Online
Yeah, sure its great.... Our special Ed Teacher always howls how, if we didn't inculde her kids, they would be 6 months behind all the other kids. My question is what about the other 25 kids I have. They lose time each time I have to deal with a BD kid . How far are they falling behind each time???????????Lets set some priorities here folks.
Subj: Re:Inclusion-planning time ?
Date: 95-12-12 20:53:22 EST
From: JPSTAV
Posted on: America Online
Our district is exploring issues of time ---when do your schools allow you time to plan? We are
looking at early release or late start times . How do you do it -- so reg ed and spec ed and
other specialists can meet together?
Subj: Inclusion- Planning time
Date: 95-12-12 21:37:23 EST
From: DEB238
Posted on: America Online
I am a regular ed. teacher in my second year teaching inclusion. We did not have common planning time last year, and it was difficult. We insisted on it from the very beginning this year, and things go much more smoothly. Of course, WE had to figure out the logistics or it wouldn't have happened. The third and fourth grade inclusion classes share a special education teacher and an aide. When one is in the fourth grade room, the other is in the third grade room and vice versa. ( I have to add here that the aide is exceptional!) In order to have common planning time we needed to have common free periods. Our gym and music teachers rearranged their schedules so our classes would have specials at the same time on alternating days. So, Monday through Thursday we all have 9:30 - 10:00 free for planning. I hope this helps. Common planning time is important. Be persistent and creative. Best of luck!
Subj: Re:Inclusion-planning time ?
Date: 95-12-12 22:20:09 EST
From: CHARLTON1
Posted on: America Online
Wow,JPSTAV! You actually work in a school district that thinks of logical steps before implementing a new program! Consider yourself very fortunate. I am an elementary teacher who has been involved with inclusion since our school dove headfirst into it four years ago. At the start we were exposed to another school's set-up. They allowed their classroom teachers one day a week( or a month, I can't remember) in which the teacher would have time to prepare the necessary adapted materials. This was great! Unfortunately, our school, never took heed of that very important item. We get NO time to meet with the learning support teacher and no time to make the adaptions necessary. If your program is to succeed it is imperative that there be a scheduled release time available for the classroom teacher and all other supportive personnel involved. Good Luck.! Keep us posted on what your school has come up with.
CLG
Subj: Re:Inclusion-Spec. Education
Date: 95-12-13 18:19:55 EST
From: EstherMB
Posted on: America Online
I sent you a message somewhere else. If you need any help or just want to blow off steam, e-mail me at EstherMB@AOL.com (ok, that part was obvious).
:-)
esthermary
Subj: Inclusion:Deaf students
Date: 95-12-13 22:30:30 EST
From: Mcfdyn
Posted on: America Online
One thing to consider is that inclusion may not always meet the needs of the special student in spite of the push for sending him/her into a regular classroom. In the case of signing Deaf students, inclusion often results in a more restricted environment. In the deaf ed classroom, the deaf student can communicate (by sign) with the teacher, the assistaant, and all of his/her peers.
When such a student is sent to a regular classroom, the only person he or she can communicate with is the interpreter (and sometimes theres not even a 'terp there). This often results in the interpreter, in effect, teaching the Deaf student--not to mention the shortage of qualified interpreters. Also special training is needed so that regular classromm teachers learn how to move, present visuals, etc with Deaf students and, needless to say, such training is usually non-existant. The adult Deaf community is, in good part, opposed to the inclusion of Deaf students and the National association of the Deaf (NAD) had a position paper on this issue.
Subj: inclusion
Date: 95-12-14 12:30:13 EST
From: RhoLaren
Posted on: America Online
to frustrated classroom teachers:
Are you aware that IDEA does not mandate that you be at an IEP meeting? All other specialties are allowed to write goals which may or may not be compatible with a 25-35 member classroom.
YOU are not mandated to have ANY input at all. No wonder some potentially wonderful ideas are being implemented in such a woefully inadequate way. And another thing-- if the special education teacher in your school has all his/her students included in your classroom, what is he or she doing with an empty class --helping you make the curricular changes needed to teach the student, revamping tests, creating appropriate seatwork, making special vocabulary lists or games, etc. Check it out. You may have wonderful people, or you may find that ( as I have been discovering) YOU get the child and all the extra work and NO help with this child's needs. Isn't this the educational equivalent of taxation without representation?
Subj: Re:Inclusion-Special Educati
Date: 95-12-14 12:39:41 EST
From: RhoLaren
Posted on: America Online
My heavens, aren't we emotional. To recognize our limits in reaching our students is critical for educating them. If I have 30 students in a class, how can I justify giving 20% of my time to a student who is lucky enough to have needs fit into a pigeonhole? What about the students I have been trained to teach (compare me to a general practitioner)? They have no other option but me. Who helps them when I have to take much class time, planning periods, after school preparation time to help ONE student. Who is looking after the others? When people such as I speak up for these students, because we know our jobs and what it takes to perform them, people such as you insult us, call us uncaring and threaten the law. When is the classroom teacher going to get any respect? People such as yourself are going to kill a potentially good law. People such as myself are not against inclusion when all concerned can benefit. We do need some common sense, not evangelism.
Subj: Re:Inclusion-Special Educati
Date: 95-12-14 19:27:44 EST
From: TCHUR1992
Posted on: America Online
I'm happy to hear that things are working out. Inclusion is such an emotional matter. Nobody wants to hurt anyone feelings if they are in special ed. One of my students was always in a regular classroom that had an LD teacher that was a co - teacher for half of the day. She is in the 5th grade and struggling. They had her triannual meeting on her and they decided to put her in an EMH self contained class. It was hard for mom, but the girl is doing fantasticly. hy did it take so long?
Subj: Chasing? Come on now...
Date: 95-12-14 22:55:39 EST
From: YoSavage
Posted on: America Online
Someone does appear to be listening to you. Good. You now have a beginning!
Now, chasing a student? How can you chase a student?
In CA, I must supervise my class at all times. I may not leave my class, unless some other credentialed teacher agrees to take responsibility for my class. Maybe you should check into your state regs on that issue. The IEP would have to mention that "escapes" would be dealt with by timely notification to the office, not by teacher sprints! (Maybe your shop steward needs to be in on the IEP, as well, considering the demands that people seem to enjoy placing on your time, energy, etc.)
Not to mention that... I, too, have disabilities and rights...and I ain't no spring chicken, so I cannot and will not attempt to chase anyone. Well, if he were over fifty and VERY good looking, and quite slow... and if my husband didn't mind... The point is that a teacher doesn't have to do everything that everyone wants him/her to do. The teacher can even have some disabilities of his/her own, and legal protections just like the students' legal protections, as do I. Well, I haven't EXERCISED my rights, but no one has expected me to jog, either.
If a st
udent in your classroom is hurt while you are out of the room...for whatever reason...will you still HAVE a credential?
Subj: Non-inclusion classroms
Date: 95-12-16 15:29:34 EST
From: LAZYWIFE
Posted on: America Online
I am a regular classroom teacher and I think inclusion is a good thing except for the following reasons:
1. These classrooms have no discipline problems and so we get dumped on. I am the only teacher in my grade level,( there are 7 of us) with ADHD students. I have 7, 5 on medicine.
2. Inclusion calsses have smaller numbers. We have 24-25 first graders, while inclusion classes have 16-19
3. Inclusion classes have the best behaved classes and the extra help.
I think this is all too extreme when their are only 2 special ed students in the entire first grade.
Subj: HS Writers on the WWW
Date: 95-12-16 20:56:50 EST
From: MrGC616
Posted on: America Online
The North Hagerstown High School AP US History Class has developed
a series of essays on a number of constitutional issues. Students
have written position papers on the following questions:
* Is it constitutional for the government to use checkpoints
and searches to locate drunk drivers?
* Is capital punishment a violation of the Eighth Amendment,
which forbids cruel and unusual punishment?
* Questioning the constitutionality of celebrating religious
holidays at public expense.
* Should a "moment of silence" be legal in public schools?
* Is the fetus a citizen and therefore protected by the
Fourteenth Amendment?
* Abortion: The Right To Choose.
* Should women be able to hold combat positions?
To read, review, and respond to the students' efforts,
point your browser to
http://www.fred.net/nhhs/html/issues.htm
We would appreciate your time and talent.
Please direct all commentary to:
George Cassutto
AP US History
North Hagerstown HS (MD)
nhhs@fred.net
Main page: http://www.fred.net/nhhs/nhhs.html
personal page: http://www.fred.net/nhhs/html/cassutto.html
Subj: Re:1st yr. Inclusion Model
Date: 95-12-17 10:53:58 EST
From: Laryflyfsr
Posted on: America Online
I teach learning handicapped kids at the high school level in California. I totally agree with you about grading--stand firm on maintaining your standards. The special ed kid knows whether he or she earned that grade or not. The kind of "gift" grade you refer to is damaging to the sped kid because it is evidence that we are satisfied with less from him/her. Worse, it teaches that the sped kid need not exert the effort required. I am continually frustrated by my kids, who tend to sandbag and get away with it. After all, why try if you get a C for doing nothing but sitting there?
Subj: Re:Inclusion-Special Educati
Date: 95-12-18 19:42:26 EST
From: Kingmebaby
Posted on: America Online
I totally agree; however, I have a special needs student in my room who was just placed there because of this marvelous thing called INCLUSION. He tells myself and his special education teacher, who is in my classroom for 1 1/2 hours every day, that he wants out. He has cried on numerous occasions and says he is embarrassed. If he doesn't want to be there, how is this helping him? We are doing our best to be sure he feels at home - he truly is wonderful.
Subj: Re:Inclusion-Special Education
Date: 95-12-19 01:24:00 EST
From: Pryz1
Posted on: America Online
Inclusion as a benefit for all children? Not hardly, I'm afraid. We must become political animals, I'm certain. That is - look at what is happening politically at this time. Is is pro-people or anti-people? Is it pro-public education or anti-public education. Inclusion, thus far, is a tool to cut costs. Nothing more. Nothing to do with kids' needs.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-19 01:42:41 EST
From: Pryz1
Posted on: America Online
I agree. This is an attack on educational experts in the field. Let the proponents talk about sending all the patients to the general doctor, instead of the specialists! I wonder if any of them ever think of how this is another demeaning effort to humble teachers into the 2nd class citizenship ranks?
Subj: Re:1st yr. Inclusion ModelI
Date: 95-12-19 01:47:33 EST
From: Pryz1
Posted on: America Online
Thanks Aunt Peg. Too bad people like you aren't on school boards. But then again, you are probably too practical and intelligent. It's all a cost savings thing in the long run - at the expense of the kids who deserve and need the special attention.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-20 10:58:55 EST
From: Myrtle E
Posted on: America Online
The Special-Ed teacher is in the classroom to "assist" any students who need help. Not to be the "Primary" teacher. Since the "Special Needs" students are "mainstreamed" into a "regular" classroom, the regular teacher is "in charge" because the Special-Ed teacher is Not familiar with the state mandated curriculum, nor will they require the students to achieve a level of knowledge of the subject matter.
Since all of the "I. E. P.'s" that I have seen have been "complete fiction" and nowhere near what the students were completing in class, the Special-Ed teachers would be a COMPLETE diaster if they were in charge of any classroom.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-20 13:44:08 EST
From: FOXBORORS
Posted on: America Online
I am a SPED teacher on the high school level. Our system has inclusion in selected courses through grade 9. These include English, history, math, science. Has anyone had experience with inclusion above grade 9 where the content begins to become more specialized and intense? Are students at this level better off in alternative classes composed of small groups of SPED students grades 10-12?
Subj: spec. ed/primary teacher
Date: 95-12-20 19:49:33 EST
From: RhoLaren
Posted on: America Online
You are quite right that the special education teacher is maybe not familiar with the state mandated curricula. However, the "primary teacher" is probably not familiar with the many needs of the special needs child. If you want inclusion to work, and also to have a good rapport with your regular ed. teacher, you probably have to give up your narrow definition of your job. the "primary teacher" needs you to learn the curricula so you can help adapt it to the special needs child. We also need you to get materials for us that the special needs child must have. After all, we don't have access to any supplies or materials for special needs children, do we have the time to locate these (we already have a full classroom of a heterogeneous group of children). I know you are probably frightened of the changes in your job description that await you as inclusion becomes more prevelant. Hang in there, you can learn. I have faith in you.
Subj: Re:Inclusion-Spec. Education
Date: 95-12-20 22:15:07 EST
From: HollerD
Posted on: America Online
I teach at a high which has more than 10% Sp. Ed population. We have students in classes which there is an aide to assist them- they are mostly PI and then we have some co-taught classes where there is a Sp. Ed. teacher who helps with curriculum and discipline. We treat all the students as though they are special and it works for the most part.
My concern is that when a reg. ed. teacher has a sp. ed. student who causes problems they just go to the counselor and that student is removed from the class. But they can't do that with other students. How can we deal with this? Shouldn't there be some accountability on the part of the reg. ed. teachers as well as the sp. ed faculty? If I have a student with behavior problems, I'm expected to deal with them, can't we help the other teachers with these problem students instead of letting them get rid of the problem? Our students will never learn to deal with real world situations unless they have the experience out in the mainstream?
Does anyone know of a possible solution to this problem? How can we teach our soon to be graduating students that some behaviors are unacceptable as well as give them some positive role models to learn from? Any input would be appreciated.
Contact me at HollerD, please.
Subj: Inclusion-Tips
Date: 95-12-22 20:46:10 EST
From: RobHamm
Posted on: America Online
We've been having success with inclusion for the past 5 years. There is a great book entitled "Inclusion: 450 Strategies for Success" A practical guide for all educators who teach students with disabilities. Lots of practical ideas and strategies for both regular and special education teachers. I bought it at Barnes and Noble, but the telephone # is 612-949-8707 on the order form. Its the best 19.95 you'll ever spend.
Subj: Re:Inclusion-Spec. Ed.
Date: 95-12-23 01:00:49 EST
From: HINK1234
Posted on: America Online
It was wonderful to read all the information provided in this forum. I am a special education teacher and have taught for fifteen years. We have mixed categories in our school (meaning MR, LD, and SED students are mixed together in our lab classes). We have widespread inclusion at our high school and it has been very successful. However, I don't advocate for full inclusion. The continum for special education students should have as many levels as possible. Our first regular education teachers in inclusion were volunteers and I can't tell you what a difference that made. They became our biggest fans and helped spread the news that it was actually easier to teach our students with us in the room. As for the question about higher level curriculms in high school, the first year I taught Physical Science. It was not my best subject in high school but my cooperating teacher had taught it for twenty-five years. She made it fun for the students and me! My job was to modify, assist with different learning styles and work individually with specific students (not all of them special education). In fact, I think I was just as much help to the ESL students as anyone. I am interested in hearing about other successful inclusion programs, I hope there are some.
Thanks!
HINK123
Subj: Re:Inclusion-Spec. Ed.
Date: 95-12-23 19:36:28 EST
From: C1R2MEYER
Posted on: America Online
After reading many of these entries, I am interested in hearing more about the special educator's role in the general ed. classroom. Our inclusion model places the special educator alone in a classroom teaching regular and special education students together. Our school went to this model after a lot of general educators were frustrated with the special educators--(e.g., just helping individual kids, dropping in and out of the classroom, and adapting things--things that paraprofessionals can do).
On the other hand, my friend (a special educator at another school) does an outstanding job of team teaching, creating and presenting lessons in reg. ed. classes etc., helping all kids, working with half the class on a lesson, etc..
I guess I'm asking how many of you (special educators) truly do things beyond what a paraprofessional could do? Or, how many general educators feel that they are receiving quality assistance from special educators (e.g., more than just a helping hand in the classroom)?
Subj: Re:Inclusion:Deaf students
Date: 95-12-25 22:12:44 EST
From: Synthis88
Posted on: America Online
To Mcfdyn: There is another approach that might be acceptable to the deaf community. It is one I have seen in practice and that is to teach the early grades of hearing students in signing. It is amazing how adept they become. I also think that some Universitys will give credit to those who can "sign" as a second language. The example that I witnessed is in the Moorestown, NJ school system.
Subj: Re:Inclusion-Special Educati
Date: 95-12-26 08:42:24 EST
From: PTGBC
Posted on: America Online
WHAT YOU DON'T REALIZE IS THAT INCLUSION IS THE WAY OF THE FUTURE . DEAL WITH IT
Subj: Re:Inclusion-Special Educati
Date: 95-12-26 17:53:34 EST
From: FSEOTR
Posted on: America Online
Who will talk to me about the subject of inclusion for early childhood special education? Have experience with it in one district that was about 75% inclusion, now working in a district that is not doing it at all-much less at early childhood level. Want to chat with others about how its being done in other places. 30 miles can make a difference!
Subj: Inclusion-physical education
Date: 95-12-26 21:57:19 EST
From: BNahra
Posted on: America Online
I'm a grad student at Central Michigan University and I'm writing my Thesis on Mainstreaming/Inclusion and physical education... I would like to ask all teachers out there what they think of inclusion if you could please respond....
mail any/all responses to BNahra@aol.com
thankyou
Berta
Subj: Re:Inclusion-Not for all
Date: 95-12-27 21:16:58 EST
From: MDTeach
Posted on: America Online
This is my fourth year as a regular education teacher. I feel I am a strong teacher, but have really been tested this year. I teach third grade--a class of 28 students 5 of which have IEP's. Four children are ADD and read and write on a first grade level. These students are working hard to keep up, but I know these students can and WILL succeed. For these students inclusion is great! However, my fifth IEP child is severly autistic with emotional disabilities as well. He has no communication skills and is about on the level of a three year old. Fortunately he has a paid helper with him at all times. This child disrupts my class on a daily basis--he screams, knocks desks over, knocks anything liquid onto the floor, spits, and curses. We have a behavior specialists that has devised many "plans" for us. My favorite is: "don't acknowledge any bad behaviors, only the good" . The mother of this child has threatened to bring lawsuits many times, claiming that we are not doing our jobs. I have no special training for this type of child--and all the love and compassion in the world would not make a difference.. However, how much of my love and compassion is being taken away from my other students? At this point I am very frustrated. This aspect of inclusion is a growing problem, and I would love to be able to help solve the problem before it's too late for those kids who WILL be a productive part of our society.
Any thoughts or insights please e-mail me: MD Teach
Subj: Inclusion-High School
Date: 95-12-27 22:43:27 EST
From: Mulove
Posted on: America Online
I have been teaching high school mathematics for one year. Presently, I deal with inclusion three periods a day. I have found that it takes great patience and a lot of hard work. Thankfully, I have great special ed teachers in with me, but many times it is too much for even two of us. The main problem I see is that I have classes of thirty that are 50 to 65 % inclusion and only one spec. ed teacher. This occurs because we are limited on special ed teachers so the students must be placed together in classes. Nothing I learned in college could have prepared me for these classes (imagine that - HAHA!!). To relieve some of the sress, I have found that it helps to occasionally turn a lesson over to the spec ed teacher. It gives me a much needed break and allows the sp ed teacher to fill more involved.
I'm unsure how I feel about inclusion. I know I feel I'm untrained to handle it, but I'm slowly learning. Also I know the EIPs are not always correct. Most of the time my students are correctly placed, and it is probably good that many are lumped together (or does that defeat the purpose of inclusion?). But many times students are not correctly placed. For example, they never been in the "real" student population before, and suddenly they're in high school and find themselves mainstrained for a couple periods a day. WHOOAA!! Talk about discipline problems. We've had some that it takes a full 9 weeks to teach them how to behave in class - forget learning math. And there is little to do to get them moved back to a resource room.
Any suggestions of teaching methods or administrative ideas????
Subj: PTGBC & Mulove
Date: 95-12-28 22:48:55 EST
From: YoSavage
Posted on: America Online
PTGBC--(Posting messages in all capitals is the online equivalent of screaming.) "Inclusion" may well be the wave of the future. In my lifetime, Edsels, 8-track tape players, Beta-maxes and poodle skirts have all been the wave of the future. There are ebb tides. There are flood tides. You may want to get used to *that.*
Mulove--
You do not have an inclusion class. You have a bunch of "regular ed" kids slammed into a special ed class and an overworked teacher. My situation isn't as bad as yours (one-thired of my class is RSP) and I've been told my district is heading for a lawsuit.
A few of the teachers I work with have all/most of the RSP kids. We have to change that. I enjoy most of what's going on in my room. But too few teachers have all the responsibility. And, too few of us know enough about the law to say, "Hey, wait a minute..."
As for part of your question, I don't see how having *at least half of the class* consist of special ed students is anywhere near the concepts of mainstreaming or inclusion.
Subj: Inclusion: May I join you?
Date: 95-12-29 16:10:14 EST
From: Moo Tune
Posted on: America Online
This is a great topic. I am an elementary teacher, as well as a parent of three children. They are all neat kids, and one happens to be disabled. Well, maybe the other two are also to some extent (HA) but my oldest (17) has spastic-quad. cerebral palsey as well as severe academic delay. Let's be blunt: No language, no self-help skills, labeled severe/profound........but a super person. That's what inclusion is all about. Getting to know the person, not the disability that they are labeled with. I do not think inclusion is the answer for every child!!!! But, don't rule it out based on the disability. Every child is unique. My daughter is learning a lot more in her drama class than in her special ed. class. Of course I had to point out to the teachers involved (both special and regular) that I did not want her sitting in the aisle watching the class. Last week she participated in a play that the class put on. Joy of joys and bless that teacher. What a great feeling for me, and I'm sure for her. She loves to be around people, and her quality of life depends on how many people recognize her and are williing to interact with her. No, she is not able to be tested or graded on academic information. Who cares. I think we need to be realistic in our approach to IEP's, and focus on quality of life for each child, including the people whose lives they touch. I have had to fight her entire academic career to have her included. I am still fighting for her. She only has a few more years left in the school setting, then the future looks bleak! We currently live in GA, but are looking to move to the west coast. If anyone knows of any good programs for special people like my daughter, please E-Mail me: Moo Tune @ AOL. Thanks!!!
Subj: Inclusion-Special Education
Date: 95-12-29 20:44:37 EST
From: PVacc22703
Posted on: America Online
I am a primary special education teacher that has been working in a team teaching situation with a regular second grade teacher for 4 years. My class of ten disabled students has been fully included in the regular classroom. My students have various disabilities, LD, EH, MR, as well as physical disabilities. We have found the situation beneficial to all students. It takes alot of hard work on everyone's part to make it work. We plan together and teach together. One person doesn't sit back while the other teaches a lesson. It is wonderful to see the tolerance and understanding among the students. Both teachers are fully responsible for the education of all the students!
Subj: Change Certif. Requirements!
Date: 95-12-29 22:10:49 EST
From: STPteach
Posted on: America Online
I've been teaching for about 20 years (oy! that long???!) The first ten were in special ed while the last ten have been in regular ed. When I got my undergraduate degree in Spec. Ed. at SUNY, College at Buffalo I had to do two student teaching experiences and take classes in both special education and regular education. When I was told I would have an "inclusion" child in my fourth grade class this year, with an aide, I did not panic because of my past experience.
Since the current trend is inclusion, why aren't more special ed courses required of college students seeking certification in elementary education? And why, pray tell, are there no (at least to my knowledge) courses available for teachers to take with regards to the best ways to use teacher aides and assistants? I know there are many a teacher out there who panics at the thought of having their classroom space "invaded" by an aide....Honestly! One of the teachers at my school has so informed the administration that if an inclusion student were placed in her classroom, she would refuse the aide....a ploy to avoid inclusion students? Perhaps...but this is a pretty competent teacher, and I honestly believe it has more to do with the idea of ownership and competition for class space and time! Personally I think she's a tad off-center, because my aide has become my right hand! But, I believe that has something to do with my previous experience ( I had worked with the severely and profoundly retarded population (both childre n and adult), the multiply handicapped population, and the autistic/bd population...so yes, I did work with aides a lot!!) I was well aware that if the aide is treated as an equally important member of the team, the working relationship will be smooth sailing!!
Sorry for the bit of rambling, I try to make one point and then caught up in another!! But hopefully I've made my point!...or pointS!
Subj: Re:Inclusion:Deaf students
Date: 95-12-30 02:43:06 EST
From: AMason7014
Posted on: America Online
YAY! GREAT RESPONSE!Inclusion is not for everyone! I only wish that parents would read the article. Inclusion does not meet every child!
Subj: Re:inclusion
Date: 95-12-30 02:46:11 EST
From: AMason7014
Posted on: America Online
As a spec. educator, that classroom teacher needs to be educated. Teaching any child is a "dual" role. Inclusion is meant not only in the classroom, but vice versa. "Sharing is caring"
Subj: Acceptance-Inclusion
Date: 95-12-30 11:30:04 EST
From: Irishtwins
Posted on: America Online
Moo Tune and PVacc have my total support love and admiration..finally two adults that are intelligent, competent and not afraid of special education students..thank god for that!!
Moo Tune..you are a terrific parent and advocate for your child..realistic yet supportive of teachers..right on!! I'd love to have you as a parent in my classroom anytime! PVacc..I'd love to team teach with you anytime ! You sound like an empathetic, competent teacher..and so far, I have not read much in this file from many teachers like you. This is the wave of the future...not an ebb like a teacher said before. We must accept the whole child when a special needs student is placed in a regular class..that is what teaching is about! Wish regular teachers had been educated in college to deal with special needs students,...so instead of fighting the future every step of the way..they could be preparing themselves to become better, more empathetic teachers! Since when is being a reegular teacher mean having a class full of perfect on level kids? Not in this day and age! Right on Moo tune and PVacc..you are mykind of people! openminded, warm and not afraid to take the challenge and run with it!
Irishtwins
Subj: STPteach
Date: 95-12-31 09:59:56 EST
From: TCHUR1992
Posted on: America Online
I agree with you that some teachers are threatened and uncomfortable with an aide in the classroom. Some teachers treat aides like dirt. Well I have been a teacher's aide, and now I am a teacher. Both are wonderful jobs. I really believe that people are afraid of the unknown. We are never too old to learn something new or to try and understand something new. I was told I was getting a girl with cerebal palsey in my first grade class. I was scared at first. Scared of the unknown. It was the greatest year. I also did not have an aide. I learned more that year than any text can teach. We all need to have open minds.
Subj: Re:1st yr. Inclusion Model
Date: 95-12-31 14:05:41 EST
From: Fmaxsc
Posted on: America Online
This is our first year in my middle schol & I am surprised how many students can do the work in the regular classroom ... would seem to indicate that the sped room was not the LRE.
Wanting any suggestions on having teachers becoming more responsive to communicatng with me student progress
Subj: Re:1st yr. Inclusion Model
Date: 95-12-31 21:50:28 EST
From: MVWOREL
Posted on: America Online
Fmaxsc - I teach special ed. in a middle school that has included spec. ed. students in Reg. Science and Soc. St. We have students that work much harder in their "regular" classes than special ed. classes. I cannot believe the difference in some students from class to class.
Subj: Re:1st yr. Inclusion Model
Date: 96-01-01 10:38:14 EST
From: Fmaxsc
Posted on: America Online
mvworel ... not surprising when I reflect on how low the expectations easily become in the sped room! When with the regular students there is some type of social restraint and academic challenge. Thanks for the note!
Subj: Inclusion - Class Size
Date: 96-01-01 18:01:00 EST
From: JoMo26
Posted on: America Online
I am interested in finding out from other teachers the total number of students which should be in an inclusion classroom. I have read that in order for inclusion to work the class size must be small, ie. 18-20. Maybe this is somewhat unrealistic, even 22 would be fine. I'd like to hear from others around the country as to the number of students in your classrooms. Thanks.
Subj: Re:Inclusion-Special Educati
Date: 96-01-01 20:14:24 EST
From: MomHadley
Posted on: America Online
In reference to the subject of inclusion I think it needs to be done on an individual basis as is the philosophy of special education. I am a teacher of treainable retarded students in the high school. There are limited opportunities for meaningful inclusion in the academic areas - we include students in the arts, pe, and in social activities. I'd be interested in communicating with other secondary teachers of trainable and multi-handicapped students where the emphasis is not academic. How do you practice inclusion.
Mhadley
Subj: Re:Inclusion-Special Educati
Date: 96-01-01 23:19:46 EST
From: JOKABIBO
Posted on: America Online
What if the student and the general education teacher involved get little or no support? I am for inclusion, but what is occurring in some instances during the rush to include students is that needed support like inservice training, planning time, and intensive specialized service time (pull-outs at the student's home school) have not been provided. Let's do inclusion with the child's needs in mind.
Subj: Re:Inclusion-Special Educati
Date: 96-01-02 16:32:57 EST
From: Fmaxsc
Posted on: America Online
Totaly agree with the need for support! In a class of 30 students, if there are more than 7-8 special education students, then the room may amount to a special education room. On meeting student needs, there has to be a cascading system in place or the child will be being forced to meet the program, not the other way around like it should be. In my middle school, we go from full inclusion where I or my coworker co-teach in the class in which the student has a deficit (therefore objectives), to inclusion with one tutorial ( during related arts time), to two tutorials, to self contained. Along that scale everyone can find success. Fmax, Ph.D
Subj: Co-teaching
Date: 96-01-02 18:52:19 EST
From: PetersWR
Posted on: America Online
Has anyone been successful with a co-teach model to teach special education students within a regular classroom setting?
Subj: Re:Acceptance-Inclusion
Date: 96-01-03 09:57:25 EST
From: YoSavage
Posted on: America Online
Irishtwins,
I am the teacher who said that there are ebbs tides and flood tides. Inclusion, as it should always have been practiced, will likely be around for quite a while. What will disappear is this mad dash to get every kid--regardless of his/her real needs--into a "regular" classroom.
If the kid is being placed in the regular classroom because s/he can learn and will not disrupt the learning of others in that placement, that sort of "mainstreaming" will remain.
What will, thankfully, disappear are the placements being made to avoid lawsuits and/or because the parents haven't come to terms with who their children are and what is really best for the children. What will make it happen is that parents of the other children will find out that, in many arenas, inclusion equals dumping, and that their child's education is suffering.
There is a difference between a good idea and the implementation of that good idea...much is lost in the translation.
Subj: Re:Co-teaching
Date: 96-01-03 15:17:42 EST
From: STPteach
Posted on: America Online
In the Greenwich, CT school district we do have an early childhood program that services both the regular and special ed child in the same classroom. The needs of the special ed students vary greatly. I do not teach in the program, (I'm a fourth grade teacher who is certified in both reg. and sp.ed....10 years in special and now the last ten years in reg....with an inclusion student this year!)
Anyway, I digress. I'm sure if you could use a pre-school model, you might want to contact the Greenwich Board of Ed; Havemeyer Building; Greenwich Ave. in Greenwich, CT 06830.
Hope this helps.
Subj: Re:Inclusion-Special Educati
Date: 96-01-03 19:39:10 EST
From: JKTOOL
Posted on: America Online
Dear LSHEPH,
The typical teacher who does not want a student with disabilities in the classroom needs to examine their ability to teach. All students have some sort of special need. All students need individualized instruction, all students need to be apart of the main events of the school which often take place in the regular class. Let's have compassion for the students, suck it up and learn to teach all children and get about the business of meet the needs of all students.
Subj: Re:Inclusion-Spec. Education
Date: 96-01-03 19:42:23 EST
From: JKTOOL
Posted on: America Online
Bravo Irishtwins. You have the idea. isn't it a shame that we in special education are always referring to a law to get kids served. Isn't a disgrace that two federal laws had to be passed to enable students with handicaps to have an education. If we would only treat all people right there would be no need for federal mandates.
JT
Subj: Re:Inclusion-Spec. Education
Date: 96-01-03 19:45:38 EST
From: JKTOOL
Posted on: America Online
Semidivine,
Your comment does not depict your name. Yes students with special needs do need a bit of one on one instruction. Since you believe that then provide it. Help the kid don't always rely on someone else to do it. Yes, you are capable. If you aren't then tear up your teachers certificate and find work elsewhere.
Subj: Re:Inclusion-Special Educati
Date: 96-01-03 19:48:25 EST
From: JKTOOL
Posted on: America Online
JERMUTTS,
LET THE TEACHERS WHO CAN'T HANDLE ALL STUDENTS GET OTHER JOBS. MAYBE THEY ARE MISDIAGNODES AND PLACED TO BEGIN WITH. IF THEY DON'T LIKE ALL KIDS THEN THEY CAN FIND A FACTORY JOB ELSEWHERE.
Subj: Re:Inclusion-Special Educati
Date: 96-01-03 19:55:54 EST
From: JKTOOL
Posted on: America Online
JRPS KANE,
What kids don't belong? According to the IDEA the student has more of a right to the classroom then you do. You see there is no federal law that says that you are entitled to a job in education. You may want to reevaluate your attitude toward students. If you think some students don't belong then maybe it is you who doesn't belong. Remember that ALL students have a right to an education so suck it up and start providing it or find work as a clerk. (McD's sounds good for you!!!!) no that wasn't a joke!
Subj: Rambling Zealots, eg Tool
Date: 96-01-04 11:42:06 EST
From: YoSavage
Posted on: America Online
Tool--If you ARE a special education teacher*, then you know that you have had specific training and instruction to enable you to serve students with special needs, many of which cannot be met in the regular classroom. That is why you earn more money and have a drastically smaller class load than the rest of us. You might want to consider that, in your case, it isn't the special ed CHILD the other teachers are trying to keep out of their classrooms.
*Your "style" of instruction as displayed here doesn't strike me as one which would be welcomed in my school. However, I was in the Army and I see shades of my drill sergeant....maybe it is not everyone else who is in the wrong line of work, eh?
Subj: Re:Inclusion-Special Educati
Date: 96-01-04 18:28:18 EST
From: Fmaxsc
Posted on: America Online
:The fact that you feel anxiety about being able to meet a chils's needs is refreshing ... some administraters have forced students into settings where their needs can NOT be met while sustaining the quality of education that all previously had. COMMUNICATION and FLEXIBILITY certainly are needed by all. ( We begin staffing tomorrow on one into homebound -- it was unfair to allow the one... needs and all... to ruin it for the rest! Keep up the good work! Fred
Subj: Re:Inclusion - Class Size
Date: 96-01-04 18:46:11 EST
From: TCHUR1992
Posted on: America Online
We have 27 children in our 5th grade and 29 in our 4th grade class. We have a regular ed teacher and a special ed teacher in the classroom for half of the day. In the 5th grade class there are 13 LD students, in the 4th, there are 5 LD students. It can get frustrating because the Sped teacher is to work with all the students, so no one knows who is LD. The children are the ones that are suffering.
Subj: Re:Inclusion - Class Size
Date: 96-01-04 19:15:46 EST
From: Fmaxsc
Posted on: America Online
Tchur... it sounds like a description of my school, but I wonder why you feel some suffer? In our setting, I could have written nearly the same letter but ended it, "so many profit" Most of the time it is not the SPED students who are needing the help, so my attention then turns to elevating the general level of understanding.
Subj: Re:Inclusion - Class Size
Date: 96-01-05 01:43:31 EST
From: YoSavage
Posted on: America Online
Tchur 1992--
I can't imagine how anyone could justify calling a class which contains 50% special ed students a "regular" class. (I'm having trouble understanding how one can do that with my 30%.) And, if the class isn't a "regular" class, then the special ed students haven't been "included" in the regular program, have they?
Your situation, and mine to a lesser degree, was what I wastalking about when I said that most of the responsibility is shared by only a few teachers.
I don't think you have an inclusion model unless half of all fifth grade students in your school are special ed. That would justify having half your class special ed. IMHO
Subj: YoSavage - exercise
Date: 96-01-05 19:34:49 EST
From: JKTOOL
Posted on: America Online
YoSavage,
I hope the only exercise you get isn't jumping to conclusions. You seem to be very judgemental. I certainly hope you get to know your students better than you have gotten to know me prior to making judgements about them. Did you learn that from your drill sergeant? The message is simple, students with handicaps are entitled to the same treatment that students who do not have handicaps receive. It is unfortunate that we as educators have not demonstrated the compassion necessary to achieve this end. If we put as much effort into educating ALL students as we do in complaining about who we are required to teach our schools would fall into the excellent catagory. I am sorry I was perceived as being ugly, however I'm tired of the issue of inclusion being put on the backs of students who had no choice in their condition of being handicapped. We often forget that each of us are an accident or injury away from acquiring a handicap of our own. Have you stopped to try and empathize with the parents of children with handicaps? Have you invited a child with a handicap to your home? Have you spent time discussing the future with a child having a handicap or his/her parents? If you were to read beyond the literal meaning of my words you may find that I am an advocate of students with handicaps and have great compassion for them. I care about their present and future. Many students with handicaps are my friends. Guess what! They are not judgemental. So now, who really has the handicapping condition??
Subj: Re:Inclusion-Special Educati
Date: 96-01-05 23:11:32 EST
From: Chapsmyhyd
Posted on: America Online
Many teachers don't get the necessary support - Admin thinks one inservice should last a lifetime
Subj: Re:Inclusion-Special Educati
Date: 96-01-05 23:17:43 EST
From: Chapsmyhyd
Posted on: America Online
Yes - I agree. Only wish more teachers would say, "this isn't for me right now" but also wish they would support the school/staff doing it without feeling threatened. If someone is near burn-out stage, this could either send them over the edge, or give their career a new boost. Perspective.
Subj: Re:Inclusion-Spec. Education
Date: 96-01-05 23:20:59 EST
From: Chapsmyhyd
Posted on: America Online
I'd rather not send kids into her classroom now, anyway. She's not ready.
Subj: Re:Inclusion-Spec. Education
Date: 96-01-05 23:22:40 EST
From: Chapsmyhyd
Posted on: America Online
It always come back to training. Admin again.
Subj: Re:Inclusion-Spec. Education
Date: 96-01-05 23:25:36 EST
From: Chapsmyhyd
Posted on: America Online
How do explain "Least Restrictive Environment?"
Subj: Re:1st yr. Inclusion Model
Date: 96-01-05 23:29:07 EST
From: Chapsmyhyd
Posted on: America Online
Most average or gifted stuedents OUGHT to consider private or model programs - our child was 2 years ahead of the pack when we changed from private to public. The best part of the public ed system was the Inclusion element. Kids become better PEOPLE and more tolerant...and the learning process didn't change much.
Subj: Frustration
Date: 96-01-06 11:06:46 EST
From: MeloBob
Posted on: America Online
This is my fourth year teaching. I've always taught Varying Exceptionalities. Classes of mixed
abilities and special needs. The past two years I've been the special ed. component of the
inclusion class. Our classes last year contained 15-21ESE students to 25 regular ed. students.
This year is better but still exhausting. Additionally, the students are middle schoolers, most
come from crack addicted parents and have little or no educational support at home. Most of the
time they come in without homework done. Most of the time they can not sit still for longer than
2 - 3 minutes and are regularly inappropriate. Part of the day I have my ESE kids in pull-out classes. They are even more difficult to maintain on task then. I am asking for help, suggestions,
whatever to help maintain better classroom achievement. I'm 41 and don't think I can do this
for much longer if I don't get some success with these behaviors. I really love these kids. Each
year has gotten harder. I always use lots of motivators. Rewards, prizes, incentives.... flexibiltiy,
nonflexibility. Everything works for a while and then we need to try something else. The kids
all at least want to be in my classroom but I still feel frustrated. How can I keep from burning out?
Frustrated
Subj: Re:Inclusion-Spec. Education
Date: 96-01-06 11:28:22 EST
From: MeloBob
Posted on: America Online
I'd like to insert something here after the fact... in case you ever go back and look at this self-
righteous discourse. I happen to be a special ed. teacher in Florida. I co-teach 3 out of six periods each day and I am expected to teach these classes, prepare materials, make lesson plans and grade papers just like the regular ed. teacher. We are true partners in all that we do in
the classroom. We both teach. It is middle school and I have 6 separate preps to do daily. If you
think special ed. teachers can't handle "real" classrooms. Get real yourself. Some may not be
able to and then they should not be teaching. Kids are kids no matter what the classroom. They
all have the same basic needs even though they have different abilities. Our classes at the middle
school have 45- 50 kids of all abilities. I teach some classes myself while my co-teacher assists
with discipline and then we reverse. It works. Not always easily, but to the best we can provide.
If the special ed. teachers at your schools are not really acting as teachers in the classrooms
then its not real inclusion and your not co-teaching. Go to your local library and check out
research with parameters on "Inclusion" - co-teaching. It'll change your perspective.
Melobob
Subj: Re:Inclusion-Spec. Education
Date: 96-01-07 11:30:55 EST
From: MomHadley
Posted on: America Online
After having read all the thoughts and messages about inclusion its certainly obvious that its a very emotional issue. I agree that the concept is good but the implementation has caused many problems. Again - the high school is a difficult place to begin because there are not many opportunities for the moderately to severly disabled. Anyone out there in this situation?
m.hadley
Subj: Response to MeloBob
Date: 96-01-08 00:27:50 EST
From: C1R2MEYER
Posted on: America Online
Dear Bob,
I hope your year goes better. You sound somewhat burned out--but doing a super job nonetheless.
I asked for responses to gauge what was really happening out there. You and I both know that true inclusion involves team teaching and true parity among teachers. However, in my opinion, there are far too many special educators out there playing the role of a paraprofessional (e.g., helping isolated kids, just modifying for their designated group, etc.) rather than putting their expertise into helping all the kids--through whole class lessons, reading classes, etc.. Also, I was interested to see how many schools had adopted a model where the special educator teaches a core subject area and then has regular and special ed. kids alone (no teaming--except discussions with other teachers who teach the other core classes).
Nevertheless, I was glad to see the description of your job delineated here. It's teachers like you who give special ed. a better name.
Hang in there!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Subj: Inclusion-Parent view
Date: 96-01-08 09:58:01 EST
From: DENARDO1
Posted on: America Online
I am a parent of a 6th and 7th grader. I can teach at vocational schools but work with my husband, self employed. I see my children's respect of their teachers decrease some days because "Joey" was allowed to do this and it's okay, but I can't. When Joey acts poorly in class the children watch to see the reaction of the teacher. This is a tough situation to be in as a teacher. Do volunteer parent helpers work? Are they welcomed in the classroom? Is this a union issue? What can a parent do to help you?
Subj: Compassion for Inclusion!!!
Date: 96-01-08 12:27:11 EST
From: Irishtwins
Posted on: America Online
The teacher you decribed in the previous letter unfortunately is not a true representation of the typical teacher. Parents often are not aware of this , as this parent wasn't in the previous letter..and automatically assume that every teacher conducts her class like this. I am a strict disciplinarian who utilizes the Lee Cantor Behavior Modification in my special education classroom. I expect my kids to follow the classroom rules, and they are aware of the consequences if they don't. Why are parents so quick to attack us when they have not examined the whole picture?? That really burns me up!! Before you judge us..walk in our shoes!!
irishtwins
Subj: The New, Hot, Idea!
Date: 96-01-08 17:56:01 EST
From: STPteach
Posted on: America Online
I think inclusion has become the darling, new wave, hot, idea of administrators who have not been inside a classroom (from a teacher's vantage point) for umpteen number of years. Therefore, adminstrators tend to make decisions for teachers without ever consulting them, on the premise they know what is best for those of us in the classrooms! So, what happens?! Teachers with either little or no experience with special needs children and/or little experience with working with Teacher Aides are assigned inclusion students. Wonderful for the child? Wonderful for the teacher? Wonderful for the other 25 students in the class? Maybe, if the necessary support is there for everyone involved. However, let's face it, once the "new, hot, idea" is put into place, the administrators tend to move on to the next "new, hot, idea," and therefore leave the poor classroom teacher to either sink or swim on their own.
Now before anyone gets the idea I am not for the concept of inclusion, understand this: I have been teaching regular ed. for the last ten years and am now teaching a fourth grade class, 24 children, one inclusion student, three ESL students, one LD resourse room student, as well as a number of children with remedial math and reading problems. I do have an aide. For the ten years prior, I taught self-contained special ed students (multiply physically handicapped, severe and profoundly retarded children and adults, as well as a class for multiply handicapped with the severe area being communications disorders- autism being a primary handicapping condition.
I have the experience! I have the background! I have the "perfect" inclusion child as she fits very well into my classroom situation...and the children are supportive of her. My aide is a gift from the heavens (my only "concern" is she'll get a full-time position before the end of the year, with my blessing, of course, but...) Yet I still feel the pressure and stress of trying to teach and meet the needs of all these children with such a variety of special needs. How does anyone in their right mind expect teachers with little or no experience in dealing with and teaching special needs students to work with this population and their "normal" peers in the same room with minimal support and staff development?!!
Teacher certification must change! Regular Ed teachers must be required to do a practicum in special ed as well as reg. ed. (NYS requires special ed teachers to do it re: reg. ed.) Inclusion is the way of the future....(until the next "new, hot, idea" comes along!) and I think it belongs here! But teachers must have the proper preparation for it. It's only fair...to the children and the teacher!
Subj: Re:Inclusion-Special Educati
Date: 96-01-08 22:53:45 EST
From: RBarrett66
Posted on: America Online
Way to go IrishTwin! I agree with you! This is my first year teaching and it is so frustrating for me. I want my kids to be involved with the "regular" classes. It sometimes feels like I'm pulling teeth when I try to get them included. And if my students are included the "regular" ed teachers want me to be there to keep an eye on the student. I don't have a problem with that, but theres only one of me and I have 10 students. Do you have any tips on how to communicate more effectively with regular ed teachers?
Subj: Re:Inclusion-Special Educati
Date: 96-01-08 22:57:01 EST
From: RBarrett66
Posted on: America Online
I understand how frustrating that must be for you. Do you not have an aide or spec.ed. teacher who comes to help with this child? It doesn't seem fair.
Subj: Re:Inclusion-Special Educati
Date: 96-01-09 19:45:32 EST
From: Fishin Net
Posted on: America Online
I work with new teachers. They have "included" students and don't have a clue! some of these students adhere to no classroom policies and literally try to run the clsses with attention-getting,overt behaviors like yelling out, saying, "I ain't gonna do it and you can't make me," etc. How can I help new teachers help these students and cope, without leaving the profession?
Subj: Re:Inclusion-Special Educati
Date: 96-01-09 20:41:18 EST
From: JPSTAV
Posted on: America Online
We are reviewing when/how to provide planning time for reg. education and special education.
Time is a real issue ---when does your school or district provide collaboration time? release time? plan bell? early dismissal? late arrival? how often?? HELP!!!!!!!!!!!! We are looking at all levels----high school - middle school - elementary...HELP!!!!!Please respond to
JPSTAV@AOL.COM thank you!
Subj: Re:ED Student in Reg. Classr
Date: 96-01-09 21:02:02 EST
From: MeloBob
Posted on: America Online
I sympathize! Been there, done that , hated it too! The only way I found to deal with the ED child
is to give them a stack of work and let them chose what they want to do that day. If nothing,
start doing 10 days of anecdotals and request a parent conference throught guidance. Then go in
with all the teachers and state that due to this this and this reason the team feels a placement
in a smaller classroom setting would be more appropriate. I don't know about your state but here
the team determines what is best academically for the child even when the parent does not agree.
Unfortunately, the acorn does not fall far from the tree. The parents are usually as disfunctional as
the kid. I would call the parent regularly.... frequently enough to keep them apprised of all upsetting occurances. You mentioned these parent are litigious... Well, you might remind the
school authorities that many parents could be litigious under the circumstances and that this one
child's parent should not be their only concern. Write down everything... fill out a BEHAVIOR
Disorders form on the child... you should be able to get it from Guidance. Good Luck! Melobob
Subj: Re:ED Student in Reg.
Date: 96-01-10 16:01:45 EST
From: SandsN
Posted on: America Online
I had a similar year some time back. There are no easy answers. The child I taught was a little boy who had been abused by his father. The parent was serving time for the assaults. Although his plight was tragic, and my heart broke for his problems, he made that year pure hell for my other students and for me. I can offer only empathy. I do not know any answers.
Subj: Inclusion confusion
Date: 96-01-10 17:54:06 EST
From: Meybury
Posted on: America Online
Hi! I am a 3rd grade teacher with an designated inclusion class. A Chapter 1 teacher comes to my room for 55 min. during a reading block. I love my class enjoy watching the kids share ideas with each other as everyone gets the chance to be a consultant in some area. However, I am concerned about some of my students who are still struggling with including a variety of basic sounds. Does anybody have some ideas to share about helping them. My E-mail address is Meybury@aol.com I would enjoy chatting with anyone about this. Thanks
Subj: Professional Libraries
Date: 96-01-10 22:00:14 EST
From: SusanA2843
Posted on: America Online
I need information how to establish and set up a professional teachers library in a k-5 school. If anyone has a working teachers library in their building I would love to chat with you. We are in need of ideas how to begin this big job and have it run by teachers.Any information will be helpful.
Subj: for kids
Date: 96-01-10 23:29:14 EST
From: JWilsonB2S
Posted on: America Online
As a teacher of kids with severe emotional disabilties, I feel I talk from experience. I spend everyday trying to create an environment that fosters feelings of safety and self-worth in my students. My kids are included in all activities that they can be supported in. Unfortunately,
the real barriers have NOT been their assaultive behaviors, their disruptive behaviors, nor their self-injurious behaviors. The tough issues have NOT even been with the kids without disabilities attitudes. Instead, I fight most of my battles trying to convince adults that it is time to broaden
our vision of what a student is! We all want to teach. Well, big news... ALL children learn. There
must not be any exceptions. An example, of how inclusion works FOR KIDS...returning from
lunch with his reg. ed. class one of my students shouts a cuss word-a new reg. ed. student who didn't know my student yet showed a shocked expression-another reg. ed. student leaned in and said (before any teacher intervention was needed) "It's OK. That's Andy, sometimes he does that. He's learning to stop. He's doing better" He is (thanks to the support of his teachers and reg. ed. friends)-a few weeks before he might not have made it to lunch with them because of constantly repeating cuss words or fighting with the teacher. Inclusion isn't easy!!! It takes active teaching of all involved about understanding differences and highlighting similarities. I am so sorry for those educators that have not yet felt the power of what KIDS CAN DO FOR KIDS. I see it everyday with my kids who some of you have decided should be put in a seperate room at best or a prison at worst. I am angry for my kids at some of the words I have read from you! Please be positive examples for our kids-give ALL children the opportunity to belong!
Subj: INCLUSION ---PLANNING TIME?
Date: 96-01-11 20:56:29 EST
From: JPSTAV
Posted on: America Online
WHEN DOES YOUR DISTRICT ALLOW PLANNING TIME FOR INCLUSION? WE ARE TRYING TO FIND ALTERNATIVES FOR ALL TEACHERS INVOLVED WITH SPECIAL STUDENTS TO GATHER AND PLAN FOR CONSISTECY AND APPROPRIATE COMMUNICATION. WE HAVE 6 LATE START DAYS A YEAR WHEN STUDENTS ARRIVE 1 HR. LATER THAN USUAL SO TEACHERS CAN PLAN. THIS MEETS GRADE LEVEL NEEDS AND DISCIPLINE ISSUES BUT IS STILL INADEQUATE IN BRINGING ALL INVOLVED WITH INCLUSION TO COLLABORATE. ANY IDEAS??????RESPOND TO JPSTAV@AOL.COM
Subj: Re:Inclusion-Special Educati
Date: 96-01-12 08:50:04 EST
From: RhoLaren
Posted on: America Online
Re: There is only one of me and 10 students
Recognizing that one of you is difficult to share with 10, take a leap and have empathy with the regular teacher who feels overwhelmed at times with a special needs child with an IEP mandating much individualized behavioral and instructional intervention. Remember, the regular education teacher has a one to 25-30 ratio. If you cannot help with your 10, you are severely adding to the teaching load of the teacher with many more - quite a few of whom need attention - some of these students missed being IDEA children by fractions of points and have NO ONE but this teacher. Thank you for reading this.
Subj: ans. to Irishtwins
Date: 96-01-12 11:40:25 EST
From: DENARDO1
Posted on: America Online
You misunderstood me!!! I am in deep respect for 98% of the teachers in the school building. I want to know what I as a parent can do to help to help the teacher, if anything at all. Maybe most teachers have inclusion and behavior under control and this is an isolated situation. I think teachers work very hard and a doing a great job!
Subj: Kick & Scream for Support!!
Date: 96-01-12 20:06:36 EST
From: STPteach
Posted on: America Online
We have Inclusion Monitors in our system. These are Special Ed liasons for the teacher, teacher aide and inclusion child and parent. The Inclusion Monitor keeps track of the IEP, and meets with the teacher and teacher's aide once a week ( more if needed.) Our monitor contacts the parent if there are communication problems between classroom and home (such as notes are ignored, misplaced, etc.) We meet once a week before school. Our I.M. is a great support and resource person. She also helps to keep us all on track regarding the IEP (as we do sometimes tend to digress from the IEP and go off on tangents! Our I.M. helps us determine if the IEP needs to be modified to omit and/or include objectives.)
Inclusion can work if the support is there for the classroom teacher so (s)he doesn't feel as though (s)he is out there all by him/herself! If you don't have the support, you need to start making a little noise! Kick and scream if you have to, but get the administration to recognize that support from the Special Ed. dept. is an absolute necessity for inclusion to succeed! Without support the teacher, the teacher aide, the inclusion child(ren), and the entire class suffers needlessly!
Subj: Re:Inclusion:Deaf students
Date: 96-01-12 21:57:15 EST
From: EJOHNSTON1
Posted on: America Online
I am a new kid on the block here- I am curious how many of you have a deaf student in your classes? I am asking because I am a product of a residential school for the deaf and have a masters degree in Deaf Ed. As a college instructor teaching various courses including Deaf Culture, I have always been opposed to Inclusion especially when it comes to educating deaf children. It places the deaf student in a lingually deprived environment (a non signing environment). A couple of questione here: do you have an orientation to ASL/Deaf Culture on the first day of classes for everyone to benefit from? Are the interpreters qualified? What are their credentials? How many deaf students are there at your program? Enough asked, enough said..
Subj: Re:Inclusion-Special Educati
Date: 96-01-13 04:09:47 EST
From: Pswalk
Posted on: America Online
I had a daughter in the Kindergarten class with the "Inclusion" student YoSavage cited. It was one of the worst experiences either of us have been through. As a volunteer in her classroom I saw many of the behaviors mentioned and I did pull her out of school in protest. Since that time I got active and ran for school board. I am apalled by the abuses these so called "advocates" lay on the teachers, staff and administration. Something that did surprise me was the number of successful inclusion cases we have in our district. When the students have their behavior under control mainstreaming and inclusion can be beneficial to students and teachers. I have done alot of research on this issue and what I have found is that the only way the schools will be back in a position of cooperation in placement decisions is if the federal law Individuals with Disabilities Education Act (IDEA) is amended before it is reauthorized this spring. There are lots of issues that need to be addressed in this but as far as inclusion, the judges opinion in the Rachel Holland case in northern California laid out some good considerations for placement:
A. The educational benefits available to the special education student in a regular classroom supplemented with appropriate aides and services, as compared with the educational benefits of a special education classroom
B. The non-academic benefits of interaction with children who are not disabled
C. The effect of special education students' presense on the teacher and other children in the classroom, and whether the special education students' presense utilizes an inordinate amount of the teacher's time or has a negative impact on the instruction received by the other students in the class
D. The cost of mainstreaming the special education student in a regular classroom
Everyone needs to write to their congressmen and women NOW! Find their addresses and send a letter or call with your feelings about the effect this movement is having on our schools, teachers, students, and funding.(Don't even let me start on funding) The law will be reauthorized this spring and will be in effect for at least 5 years. The congressmen I have talked to said they are getting lots of input from the radical factions of special education but not much from regular education or mainstream special education. We need to let them here our voices, get a friend to write a letter too. You can contact me at PSWalk@aol.com
Subj: Re:YoSavage - JKTOOL
Date: 96-01-13 04:23:22 EST
From: Pswalk
Posted on: America Online
Does anyone else see the interesting perspective here. They are both reading the same messages and coming to different conclusions because of preconceived notions. JKTOOL you sound like you cannot understand any position except that all children can be fully included. You are wrong and anyone who has witnessed a really bad inclusion placement will tell you so. I have had full inclusion purists such as yourself even admit that some children cannot handle the stimulation or structure of a regular classroom. The shame is that the other students in the classroom suffer right along with the special ed student and the teacher, they are so often forgotten. YoSavage, I think you have seen some of these really bad placements and I can tell from your messages that you are aware of the situation in my district. I can tell you that full inclusion does work in some cases, usually where there is a very stable home situation that reinforces the program that the district team puts together. Both of you need to give a little and don't stress out any more I don't think she needs more stress.
Subj: Re:Inclusion-Parent view
Date: 96-01-13 04:30:02 EST
From: Pswalk
Posted on: America Online
Denardo - You should check with your students' teachers and the principal. All of the schools in our district welcome parent volunteers in the classroom. It saves money and students learn that their parents think education is valuable enough to invest their time in it. When my daughter was in a class with a full inclusion student, the parents held the class together while the teacher and aide were controlling or chasing the student.
Subj: Inclusion in HS Biology
Date: 96-01-13 12:55:52 EST
From: PLaun
Posted on: America Online
I teach an inclusion class of 32 students -- 15 of which have IEPs, and most of the rest were put in this class because of failing biology previously or they are just slower kids.
The biggest problem I've encountered (besides the absurd class size for these kids) is the lack of resou rces and ideas for teaching "near-adult" students with learning difficulties and lower intelligence/motivation. There are some books with ideas, but many of the ideas are more appropriate for much younger children.
Some ideas I have used are: Mold Gardens (students set up on a styrofoam plate a layout of different kinds of foods, wad up a wet paper towel, put gently in a plastic bag, a watch the mold grow). They hypothesized the most mold growth, and then had to reach a conclusion, etc.
I could use some more ideas. Send me (or ask me for) some ideas on e-mail. PLaun
Subj: RE:Inclusion
Date: 96-01-13 16:14:24 EST
From: KCybermom
Posted on: America Online
I really feel for you MELoBob and hope that you find some support before you have to change your sign-on!
I like to remember what Thomas Jefferson said: "There is nothing so unfair as the equal treatment
of unequals."
Peace.
Subj: Inclusion Strategies
Date: 96-01-14 03:59:11 EST
From: Jenfrowe
Posted on: America Online
I am a regular classroom teacher working on my Master's Degree in Special Education. It's thesis writing time and I'm in need of some tried and true strategies that are simple for regular education teachers to use with their mainstreamed/full-inclusion learning handicapped students. I'm hoping that the dissemination of simple strategies will lessen the anxiety teacher feel when they hear the words mainstreaming or full-inclusion. Whether we like it or not, we all have students who need special modifications so let's help each other out!
Please send your suggestions to Jenfrowe@AOL.com
Journal Articles and books I can read on this subject are also welcome suggestions.
THANKS!!!
Subj: Full inclusion
Date: 96-01-14 18:41:26 EST
From: KDMINK
Posted on: America Online
Our school district is a full inclusion district....all services "push in" to the classroom. I am a Title I teacher and I am sometimes working in the same classroom as an Inclusion Aide, Speech therapist and LD resource teacher. It has been very successful. The needs of our students vary greatly. We have autistic children, deaf children and even a sixth grade quadrapelic with the mental age of a 6 month old. He has been a great asset to the class. The other students have learned compassion and how to accept differences and he has changed for a child in a full care facility who sleeps all day to a young man alert to his surroundings and happy to be with other children. He has learned to brush his teeth and is now feeding himself.
Subj: Re:Inclusion-planning time ?
Date: 96-01-15 11:22:15 EST
From: SLow799
Posted on: America Online
Our dist. has hired full time planning subs, who cover the class weekly so the teacher and the "team" can meet to collaboratively plan and make adaptations for the included student. Planning time is a must! The sub. is the same person each week, so he/she becomes familiar with the class and the curriculum, thus not impacting the time away from the class for the teacher and the team.
Subj: Re:Inclusion:Deaf students
Date: 96-01-15 11:28:05 EST
From: SLow799
Posted on: America Online
To Mcdfdyn - we are struggling with developing programming for our deaf students. In one classroom where a student is included in 2nd grade, the HI teacher and interpreter have taught all the students to sign. Therefore, we have a whole community of "signers" who are in this students neighborhood. Doesn't it make sense that if we were to create more opportunities for hearing people to learn to communicate with non-hearing people that these individuals will eventually be more included in society as a whole?
Subj: Re:Inclusion-Spec. Education
Date: 96-01-15 14:49:08 EST
From: User194428
Posted on: America Online
I have the same feelings as you do. If the working team of teachers are properly trained we will not get into the idea that the special education teacher is just there for emergencies. You know we went to college and got our degree also. I also feel that some students will not profit from this program if it brings them embarrassment and lets his/her regular friends know that they were students in speical education classes. Also the time offered in the regular class setting does ot lend itself to what the special student needs to truly master a given skill.
Subj: Lighten Up!
Date: 96-01-15 19:56:18 EST
From: Susanne66
Posted on: America Online
It's very discouraging to read the messages on the express yourself board. Everyone is so angry at everyone else -- No, I'm not going to say we should all love each other. I just find it interesting how some professions stick together and some don't. For example, it's impossible to find a doctor to testify against another doctor in a malpractice case, same with lawyers. I am new to teaching, after spending a few years at an education non-profit. I don't sense much collegiality in this profession. To hear each person explain their plights, I am sooo impressed with how hard everyone is working.
OK here are my thought on inclusion. I think the whole concept was created by politicians as a way to get rid of those small and expensive classrooms with only a dozen students in them. I just got a long term sub job teaching spec ed. I HAVE NO EXPERIENCE NOR TRAINING WITH THIS POPULATION. Personally, I like the kids. I believe in this small class experience. For some kids, inclusion is great, I think we all can agree on that. Where did the idea come from that it is for everyone. I also think you guys are pretty hard on people (reg ed) that don't think this is for them. I have a friend that works with the chronically mentally ill-- NO THANKS!! But, lets face it, It doesn't make me a bad person.
I don't think any teacher can be accused of being inflexible (an insult that flies around here a lot). IT'S AN OXYMORON!
ANY RESPONSES??
Subj: Re:Inclusion-Special Educati
Date: 96-01-16 21:10:37 EST
From: MAllman948
Posted on: America Online
I have two inclusion students in my classroom. One is a Down Syndrome girl and the the other a spinal bifidia boy. The Down syndrome girl is great,thanks to the efforts of her mother. I have not had a conference with or seen our district special ed. administrator ,but I have had some support at school level through our Speech and Language specialist and our resource teacher(with some prodding!) MY principal is supportive and helpful and actually has just finished her doctorate on inclusion! I also have some girls in my class who are very helpful and give her daily assignments and keep her on task. I must say this student is exceptional and has participated in class speeches, secret pals, etc. My spinal bifidia boy is another story! He is low functioning and a behavior problem. I let him do what he can,but he spends more time in the resource room. My principal is very aware of his problems and is supportive and helpful. Inclusion students also come with parents in denial and large agendas! I sympathize with you, but feel inclusion is not all bad AS LONG AS IT DOES NOT INTERFER WITH OTHER STUDENTS' LEARNING! By the way I teach in California and have 29 students right now but have had as many as 34! I feel I have little support at district level, but feel I do on my school site! I wish these adminstrators could walk a few miles in my shoes!
Subj: cognitive learning-inclusion
Date: 96-01-17 18:34:12 EST
From: Meybury
Posted on: America Online
What are the latest learning strategies teachers are using? Let's share some of our best resources. How about phonics? We find many of our 3rd graders who are non-readers struggle with this issue. What is working in your classroom? A wonderful teacher on the Net suggested a source called Recipe for Reading. We are looking for it. Another source told our teachers that this kit was put together by a REAL teacher who actually taught in the classroom, and the program works well. Let's pool our experience and "person power".
Subj: Inclusion fact
Date: 96-01-17 18:43:20 EST
From: Meybury
Posted on: America Online
At a recent conference, Dr. Lloyd Hudson said that research shows that the average Spec, Ed, CWC, and Title 1 student spends 85% of his/her time doing worksheets or "packets". He posed this question:
If a Learning Disabled child were capable of doing work independently 85% of the time, how can you call him/her learning disabled? My apologies to Dr. Hudson if I didn't quote him exactly. You can reach Dr. Hudson at the University of Kansas.
Subj: Reading Tutor Level 1
Date: 96-01-17 21:49:42 EST
From: DKuznitsky
Posted on: America Online
My friend Laurel B. is the author of a reading workbook with two audio tapes, answer key, and pre-test. Ideal for students with learning disabilities and ESL students ages 7 through adult. Cost $20.
E-Mail DKuznitsky@aol.com and I will forward info. to Laurel B.
Subj: Closing an Accessable School
Date: 96-01-18 01:20:11 EST
From: HUT 1234
Posted on: America Online
We are facing a potential problem in Elyria, Ohio.Our District currently handles most special education needs for Lorain County at our single story, 23 year old, Elyria West High School. On 1/16/96, our School Board voted to accept our Superintendants plan to close EWHS and move every one downtown to Elyria High.Parts of this building date back to 1870. It is a 3-story out-dated non-accessable stucture. The pending consolidation would create the 6th largest high school in Ohio. It is located on a cramped 5-acre site. Does anyone have info to help stop this? EWHS Alumni and parents are fighting this. Please respond ASAP. Thank-you Rick Hutman, Elyria West Alumni Pres.
Subj: Re:Inclusion-Spec.Ed.
Date: 96-01-18 03:14:33 EST
From: CRASHBURNS
Posted on: America Online
I've been following the debate and have found it interesting. I am a Reg. Ed. teacher (5th grade), and have begun team-teaching this year with the 4-6 SDC teacher. We had a generous portion of the wall separating our rooms removed, and all of her pupils (15) are fully included with mine (27). I also have a "traditional" full-inclusion student who has Downs Syndrome. All students, SDC or Reg. Ed., participate in all subject areas, receive grades (adapted for SDC according to the IEP), and follow the same classroom rules. There are a number of advantages to this system...first, there are two teachers in the classroom at all times. The SDC teacher is there to monitor her students, and to give additional assistance. She is, however, not an aide...she teaches a math cluster, portions of the reading and language, all the health and certain areas of social studies. She is interested in the curriculum, and finds that having the interaction with the regular ed. students helps her from "burnout." Also, there are two aides available - one full-time (SDC) and one part-time (for the Downs Syndrome child). We are able to give ALL the children, SDC or regular ed. a much lower student-teacher ratio than any other classroom at our school. The children help teach each other, the regular ed students have an empathy for their SDC friends, and the behaviors of the SDC pupils appear to have modified to better fit in with the "normal" kids. We have had substitute teachers who were surprised to learn which students were SDC and which were not.
We've had some real success stories - one recently tested SDC child showed 2 years growth, the greatest growth he's ever shown since 1st grade, and he's been "blended" in this classroom for only about 6-7 months. We know that what we have isn't perfect, but both teachers went into this with open minds (I was not a great proponent of full-inclusion), and the willingness to change methods. I can see some areas for improvement...so can my teammate, Laurie, and sometimes we are groping in the dark, but halfway through our first year trying this, I'm willing to sign up for another year.
I don't know if our experience helps anyone...I generally agree that no one should be forced into the position of doing full-inclusion unless they are adequately trained, and given the emotional and FINANCIAL support (aides, equipment, time) to do the quality job we all want to do. I also believe that not all children, especially severely handicapped children, are best served by full-inclusion. I think it's a case-by-case issue, and that the parents who insist upon full-inclusion for their child need to be willing to support the teachers in educating their child.
Subj: Williams Syndrome
Date: 96-01-18 16:11:55 EST
From: RBarrett66
Posted on: America Online
I have a student with Williams Syndrome in my classroom, does anyone have any advice or information about this? I'm a first year teacher and had never heard of this syndrome before. My school is discussing going to inclusion soon. Thanks!
Subj: Re: MARFLITE! DO NOT RESIGN
Date: 96-01-18 19:58:50 EST
From: ELECTRA181
Posted on: America Online
I am a parent of an emotionally disturbed child/adult who is now 24 years old. I have fought inclusion for my son, since it came into being. You see he was teased, punched, and threaten by other bully type kids, because he had so little self control, all they had to do is push his buttons and he exploded. He threw chairs, books whatever he could get his hands on, called the kids any names he could think of, and eventually the teacher that tried to interfere, would become his target. The more often the students pushed his buttons, the bigger show they would get. Eventually, he was placed in a special middle school with 120 special needs kids in a special self contained departmentalized program. These special kids felt sorry for him, and tried to sooth him, instead of excite him. They told him not to worry, to calm down, that things were going to be ok. For the first time in his life he had friends. He moved to the high school program in 4 years, with his friends. This program was located in a school district nextdoor to ours. Then came inclusion. He was 18. They wanted to bring him back to neighborhood schools. He would be the only student in the highschool who could not read or write who was 19 by then. I paniced.
If all the special kids from other districts left the good programs, the programs would collapse and smaller less adequite programs would spring up in all the smaller districts. We were assured that our center programs would not change, but how could they not? In my state special education goes through 26. My son wouldn't have been ready to enter the community at 18, but he will now be ready by 26. The program found him a job and works on job skills at school. He feels secure in his job. He might even have a future with this company.
Iam also a teacher of LD and emotionally impaired kids. My LD kids would profit from some inclusion. They are too sheltered in my self contained room. They need to see how regular classes run and how they need to behave and work independently of others and of the teacher.
So inclusion can be good for some and wrong for others. There needs to be a choice and a continuum of programs for all disabilities. But alas, that costs too much for many districts to support as an option. Then Marflite we develop problems like yours. Don't resign! Do look for help! Stick it out, and do the best you can for this student and for the others. It's January already, and spring is on the way. You'll make it. Good Luck ELECTRA
Subj: Re:Inclusion:Deaf students
Date: 96-01-18 22:18:23 EST
From: Barbjudy
Posted on: America Online
I am a high school counselor and we have currenly 6 deaf students fully included. As a wonderful result of their inclusion, we now have over 100 of our 800 students capable of communicating in ASL and English based sign. Their community has expanded to include their neighbors and their peers instead of being restricted to only those in their school who were not from their community. Several of our teachers also can finger spell at least and some have taken a 6 week course in signing. I'm proud of our kids for inclusive education done well.
