Archive of Special Education Message Board Folder:
Inclusion (second archiving)
August 23, 1995 - October 4, 1996
FILE NAME: inclu02.txt
436 posts - 108 Pages
SUBJECT: HELP-practical inclusion ideas
Date: 95-08-23 13:41:26 edt FROM: RONTU1
I am a fourth grade teacher about to start the new year with a fully included student. He has physical and communication disabilities. I would like any ideas for activities on how to introduce this student to the classroom. What are some ways to elicit the differences which all students have, and make the classroom an acceptable supportive environment?
Any ideas and feedback is welcomed! The school year is almost here...
SUBJECT:
Re: HELP-practical inclusion idea
Date: 95-08-24 17:57:04 edt FROM: USAisNo1
Treat this child like a child first expect the same from him as any other
child and if he has problems address them as they come up. Don't prejudge
his abilities and have as high of expectations of him as you would for any
other child.
SUBJECT: Re:Exhausted!!!
Date: 95-08-25 20:04:04 edt FROM: JBrownell1
Yes I have had a similiar problem, but from a different position. I am a parent of twin daughters who are LD & have severe speech & language delays.
After numerous months of "working with the system" & finding the right program (I wanted them in seperate classes) they were enrolled in a non-catagorical special ed.program for 5 to 7 year olds. The first year was great & the girls made real progress. However, in the second year a student was placed in the program & everything fell apart!
This child had severe emotional problems & was violent to the teacher and the other children. It was so bad that two special ed classses were combined together so that the teacher & her aide could take care of this child alone. Like, you the teacher was burned-out. Our county school system was more concerned in assuring that this child, from a dis-advantaged background, had "his rights" than they were of the safety and ability of the other children to recieve a FAPE in the LRE.
As a parent, when I became aware of the the situation I called the school system & informed them that I would take legal action. Finally, after a few months the child was placed in an appropriate ED program.
The bottom line is that you are in a no-win situation. The parents of the other children need to stand up the the school system that this situation is in violation of their childrens rights to recieve a FAPE.
In the mean time, have a new IEP & state that this child needs a SPECIAL EDUCATION TEACHER in the classroom full time in order to meet the IEP goals. As parents of children in special education we do want our children mainstreamed, however, we also want them to recieve an education. I am sure the parents will support extra assistance for their child.
Good Luck!!!
SUBJECT: Inclusion for LD students
Date: 95-08-26 14:20:36 edt FROM: Netkinglee
August 26, 1995
My daughter is in a 5th grade self-contained LD class in Metro Atlanta, and we have been pleased with the services. There is a possibility we will be relocating to Broward County-Ft. Lauderdale, Florida area and would like to hear from other families who have been affected by inclusion policies. The type and quality of services my daughter could receive will be an important factor in deciding whether to relocate there. The Florida Dept. of Education has indicated to me the state is rewriting the eligibility requirements for special education services and would be interested in hearing from anyone familiar with what the changes are likely to be.
Sincerely, Christine Lee
SUBJECT: Re:HELP-practical inclusion idea
Date: 95-08-27 17:46:10 edt FROM: Hockeypig
Find commonalities...Not differences... What kids like to do. What they
like to eat...Then go into who knows someone with glasses? with a hearing
aid? in a wheelchair? who knows a differenct language? Introduce sign
language as a language for millions of people? In my experience over the
past 4 years everyone knows someone that is different and everyone has something in common with all kids. Then approach the fear factor as a reality. We are all afrazid of the unknown. Go into alternative ways of communicating and high lite especially the way your inclusion student is learning to communicate whether sign, communication board or drawing. (Believe it or not, I had a student who taught himself to draw for his communication style.)
Doing an art project with a person at each table assigned a disability - blind, deaf, use of only one hand, limited communication ability, etc works very well 3rd grade on up. Kids are very open and willing. They just need their questions answered honestly and directly...Why is she like that..How old is he? How do they eat? How do they sleep? Are you his mom?
It is lots of fun to see the successes. Be patient and remember success
comes in little packages and be ready to laugh. Take time to smell the
roses
SUBJECT: Re:Inclusion.....can someone hel
Date: 95-08-29 02:29:54 edt FROM: Suzy3
Do not be fooled by the term "Inclusion" or "Inclusive Education" Because if you don't have the support by the teacher and the school you have a total lack of education. My son is 12 today, and should be going into junior high, but he is not. Inclusion as San Diego City Schools have imlpemented it is a farce. The resource pull out program is a farce. The teachers don't wan't them there, they don't have the time to spend to explain any lessons, result failure at it's worst. My son walked into this class reading on a third-fourth grade level, and walked out reading on a second grade level. I fought from July 94' to April 95 to get him out of there and the only place for him was an S.E.D. placement. He is only learning handicapped. He has been so stressed over school that at one point his doctor wanted to hospitalize him over head-aches. Does any of this sound fair to do to a child, any child. Peer toutering is a cute phrase that permits abuse ( most I would guess unintended ). My son has a right to an education, and as his parent I have the responsibility to make sure that he gets one. This and much more brought to you by inclusion. My fight is far from over. I do know that it shouldn't be this way. But I can't change it alone, I can only try.
Suzy Dooner Rand
SUBJECT: Inclusion.......Help?
Date: 95-08-30 19:03:04 edt FROM: CHDAN711
I am going to do inclusion in a middle school for the first time. Do you
have any ideas to make it successful? How can I get the regular teachers to
be more receptive?
SUBJECT: Inclusion.......HELP!!!!
Date: 95-08-30 19:21:54 edt FROM: CHDAN711
I would like the same information as SunshineSu.
SUBJECT: ON INCLUSION
Date: 95-09-02 00:22:02 edt FROM: MDixon1064
I am a parent of a special ed child who spent the last year in a inclusive
class. It was a wonderfull experience for her because she was not being
pulled out for everything. Keeping the child in the classroom helps them to
fit in better socially and they are more accepted by thier peers. It also
benifits the other children in my opinion, it shows them everyone is
different and that it is ok to be different. I think that you need the right
teaches in place for this to be successfull. I would also like to say that i
don't think inclusion is for every student the parents and the teachers along
with the child study team need to acess the situation and work together on an
approiate plan.
SUBJECT: Re:Inclusion.......Help?
Date: 95-09-03 18:14:51 edt FROM: AmiJOE1
I need suggestions on how to include elementary behavior disordered chlidren
in the regular classrooms. The regular ed. teachers are super. I just need
some preventative suggestions on how to manage them and encourage
self-control, etc. . I have two assistants, three homerooms, and three
different grade levels(1,2,3)
SUBJECT: Re:Inclusion.....can someone hel
Date: 95-09-04 13:08:11 edt FROM: KarenL2888
Inclusion in a middle school setting seems to be a difficult concept for some people. I think most of the problem stems from the concept that Inclusion is somehow supposed to normalize the children. It is not. The idea isnt that they get 100% of the curriculum, and then as they fall behind they go to sped classes. The idea is that many children with disAbilities learn better in the regular class than they do in the smaller, more distracting sped class. Inclusion in middle school needs to be approached the same way as elementary.
You teach the same way as you did before, except for minor changes to the
homework and testing of the special needs child. You learn to adapt a bit
here and there to compensate for limitations. And you keep in mind that
curriculum is only part of school. That peers and friendships and extra
curricular activities build a whole person who will be able to function with
real people after graduation, and that these peers will be the employers of
our children some day. They learn much from our kids too when they see them
give 110% of their abilities, and respond in kind. Just my opinion. Karen
SUBJECT: Successful Strategies
Date: 95-09-05 16:11:25 edt FROM: KMBrill
I would appreciate some help identifying teaching strategies that have been successful in inclusive classrooms. Any information, anecdotes, etc. from the parent's, teacher's, or school administrator's perspective would be greatly appreciated.
FYI, my child in fully included in first grade. However, I am also seeking information for our Coalition's membership. That's why I haven't stated what school level. Any and all information for elementary, middle, and high school, will be appreciated by all of us here!
If possible, please respond via e-mail to: KMBrill.
Thanks!!
SUBJECT: Academic Success???
Date: 95-09-05 16:18:44 edt FROM: KMBrill
Our inquiring minds are eager to know your thoughts regarding the ACADEMIC success of children who are included in middle and high school.
Yes, we know the social reasons and support inclusion. However, I am becoming increasingly concerned that our children who have developmental delays will not receive the academic basics in a regular classroom. These kids need the 3 R's.
Seems to me, at least in South Florida, once a child is fully included in the later grades, it is almost an admission that the academics don't matter anymore and we'll focus on other things.
I am particularly interested in hearing about children with developmental delays who are working on a REGULAR DIPLOMA! 99.9% of the children who are included here are placed on the road to a CERTIFICATE OF COMPLETION...
Please e-mail your thoughts and suggestions to KMBrill.
Thanks!
SUBJECT: Re:Academic Success???
Date: 95-09-05 21:18:18 edt FROM: JMcWASH
I have seen students succeed academically in middle and high school inclusive classrooms because finally someone EXPECTED them to do more challenging work!
To the parents and teachers surprise, these students rose to the occasion and
have done extremely well. I am referring to developmentally delayed students
who may or may not receive a regular diploma. They may earn credits for many
of their classes, however and receive a diploma that looks like everyone
elses except its marked IEP dipoma in small print. Maybe we can change that
difference someday too. Any thoughts? From Joni Mc Wash
SUBJECT: Re:I NEED
INFORMATION
Date: 95-09-05 22:04:23 edt FROM: Regina1115
Help! I am writing a report on inclusion. I need to know everything. If you
have any information that can help me please E-Mail at regina1115. Thank you
so much.
SUBJECT: Re:Academic Success???
Date: 95-09-06 18:09:00 edt FROM: SusanS29
In *good* inclusion the work is modified to the level of the student, not
ignored...
SUBJECT: Re:Academic Success???"
Date: 95-09-07 09:02:35 edt FROM: KMBrill
JMcWash states "...finally someone EXPECTED them to do more challenging work!..." Ain't that the truth! The old self-fulfilling prophecy-expect failure and that's what you'll see. Also, I truly believe that by watering down curriculum, our children get bored and, therefore, don't perform to the level they are capable of. But, how do we get the teachers to GIVE them more challeging work?
Re: "IEP diploma"-UGH! Better than automatically having the children
obtain Certificates of Completion-but why the "scarlet letter?"
Karen in Palm Beach County
SUBJECT: Re:Academic Success???"
Date: 95-09-07 20:05:03 edt FROM: SusanS29
It's great when expectations lead to progress, but those expectations still have to have *some* judgment involved.
For instance, many children with IQ's of 50 or lower are now being included.
Studies suggest they will learn more in a regular classroom, but the odds
that they will learn at the pace of the other children are extremely
small.
SUBJECT: Re:Inclusion.....can someone hel
Date: 95-09-07 21:30:16 edt FROM: Marchissam
I could have written the post from SStacia. It sound almost exactly like what we went through. We solved the weekly co-planning time dilemma by requiring specialists (Gym, Art, etc.) who had extra free periods (which were not contractually guaranteed) to cover the classroom teachers' classes while we met for 30 minutes each week. Some of the specialists loved the extra time, and others hated it and whined that we were taking away "their" time. Too bad! The classroom teachers have no extra free periods, why should the specialists.
While there was initial hesitance on the part of many classroom teachers, we all found that included children flourish. All of our special ed. children are fully included. There are still stumbles, but because of the ongoing dialogue they are easily overcome. The teachers actually look forward to having someone else in their rooms.
Stick with it. It really does get easier as people find that their worst fears won't be realized.
SUBJECT: Re:Exhausted!!!
Date: 95-09-07 21:57:03 edt FROM: Jeffmcph
My wife is a Special Education teacher also teaching 5,6,7th grade MI/BD/OHI & Autistic students. Last year she experienced the same type of stress with a new student and a couple of returning students. The principal, lead teacher, administrators all backed the parents. During this time, my wife had very little support (much the same as you), especially at the beginning of the year. She also came to the point of "moving on" (to which I told her I supported her all the way). However, she stuck it out, and with the help of a great teachers aid and speech teacher, made it through the year. This year she still has one of the students and she gained a new attitude that although she loves to teach special ed children, it is only a job and you cannot allow it to control your life.
SUBJECT: Re:Academic Success???
Date: 95-09-08 22:19:13 edt FROM: Oynk oynk
I have seen a number of studies that APPEAR to indicate great academic gains, however, when looked at closely, they say something we all know. Students will succeed when they have good teachers. In each study I have seen (I dont claim to have seen them all), the common factor was that the special ed and regular ed teachers were hand picked. I dont care what model you use. If you pick the really good teachers, the students will succeed!
SUBJECT:
Re: Inclusion.....can someone hel
Date: 95-09-10 20:05:56 edt FROM: Battaile
Karen:
I think that the message you posted on 9/4 is right on point. You have summarized what inclusion is and why it is so beneficial to some kids that I have printed the message and will give it to my daughter's teacher.
Katie began school last week fully included in the second grade at our neighborhood school. She absolutely loves it and has shown growth in her language abilities in one week. She has not yet been pulled out for resource. The teacher is simply making little adjustments in the assignments to accomodate Katie. The work that she does not finish in class is sent home for me to complete with her. She was able to complete one of the assignments during class and the teacher said that she graded it without even realizing it was Katie's.
I believe that this is going so well because we handled inclusion the right way. We explained to the special education administrator why we wanted Katie included, we contacted our county special education consortium and asked them to step in and help, and we met with all parties including the teacher, principal, psychologist, recess and noon duty aide, and health tech the week before school started. At this meeting we put all of our concerns on the table and addressed them. I could tell that the teacher was a little afraid of having Katie in her class, but at the end of the first day her smile was as big as Katie's.
I can't tell you how much we appreciate the information we have received
here on this message board. I never would have known about inclusion without
it. Kris Battaile
SUBJECT: Re:Inclusion.....can someone hel
Date: 95-09-10 21:13:33 edt FROM: KarenL2888
Kris,
Congratulations and may your daughter's school life always be this wonderful!
Karen
SUBJECT: Using a study carrel
Date: 95-09-11 17:23:49 edt FROM: KMBrill
Does anyone have any experience with using a study carrel for one child in a regular classroom. The carrel is proposed to keep my first grade son focused-less distracted.
Won't it make him feel too separate from the others-too different.
Your thougts?
SUBJECT: Re:Using a study carrel
Date: 95-09-11 21:26:53 edt FROM: Oynk oynk
We used to call them "offices" and had lots of kids begging to have an office
of their own.
SUBJECT: Re:Using a study carrel
Date: 95-09-11 23:58:33 edt FROM: SusanS29
KMBrill it's all in how it's done.
If it's presented as a *privilege* -- with *several* study carrels-there
won't be a problem. If the teacher talks about how people learn individually
-- and that a person might need quiet for math but not for reading, and another person might need quiet one day and not the next-and that the carrels are there for that purpose... there won't be a problem.
It's all in how it's done. I've seen it work beautifully, and I've seen it
make kids feel like dirt under the teacher's feet.
SUBJECT: Re:Using a study
carrel
Date: 95-09-11 23:58:52 edt FROM: SusanS29
There ya go, Oynk!
SUBJECT: Re:Using a study carrel
Date: 95-09-12 18:52:25 edt FROM: KarenL2888
I have no experience with this (except in the sped school first grade where they used a dressing screen for him alone which I detested and put a stop to...does that count?) Anyway, I think it is important that the teacher use it for more than just your child or not at all. Surely she knows of other children in the room who could benefit from a "turn" in the quiet section of the class. If it was used exclusively for my child, I would have to say no.
Just MHO, Karen
SUBJECT: Re:Using a study carrel
Date: 95-09-13 17:06:52 edt FROM: KMBrill
Thanks for sharing your thoughts. A funny twist-or shall I say sad twist...when I contacted the principal-disturbed that no one asked for my input, I learned no one asked for his either. His problem with it was that the carrel they are using is the "TIME OUT CARREL"...what a message that delivers to my son. I left the decision to the discretion of this rare breed of administrator-the principal-who will observe the classroom over the next week or so and monito if and when it is used.
Thanks again!
SUBJECT: Inclusion
Date: 95-09-17 03:58:26 edt FROM: Sumner8152
I am writing my doctoral dissertation on Full Inclusion issues. Specifically, I'm interested in hearing full inclusion issues both from the parents view and that of the school administration (is it working? Successes? Problems?)
I'm also interested in finding out how different classifications of
disabilities affect successful/unsuccessful inclusion. I was a special
edcation teacher for many years, then an elementary school principal, and now
a district administrator in charge of special education. Would love to hear
all viewpoints. Thanks!
SUBJECT: Re:Inclusion
Date: 95-09-17 21:21:32 edt FROM: KarenL2888
Join us on Thursday at 10PM EST in HEALTH, chat box. You will meet all of
the above in there. Karen
SUBJECT: Inclusion
Date: 95-09-17 21:47:40 edt FROM: PSacino
Looking for information on Inclusion (grade K and above) in Rockland & Orange Counties, N.Y. Would like to hear from parents whose Down Syndrome children have been included.We have a 4 y.o. child and are looking to relocate within the year.
Please Email PSacino@aol.com
SUBJECT: K-1 Inclusion
Date: 95-09-28 20:10:59 edt FROM: LMCEB
I am very frustrated this year with my inclusion program. We are a team of 55 K-1 children, three teachers and three assistants in an inner city school.
This is our second year and although things are running a bit better than
they did last year, I am feeling frustrated with the system. We chose to do
this program and our building principal is VERY supportive, however higher
ups are having their way with the program. they have over loaded us with
children, we are getting the children from other rooms who are not labeled
but need some "extra" help, and our behaviorally challenged children are
hurting other kids and are being returned to the room after a 20 minute
"time-out". Do these things go on in every school? Are these things only
associated with inclsion? I was so excited when we first started and the
special needs children were really benefitting, but I think my "typical" kids
are suffering too much. Any opinions?
SUBJECT: Re:K-1 Inclusion
Date: 95-09-28 21:45:43 edt FROM: KarenL2888
In PA it is illegal to have more than 12 diagnosed "disabled" children in the same room at the same time. I think its an administrative problem, not an Inclusion problem. Having the parents be in your corner may help. Are they aware of the activities of the school? Good luck to you all. Karen
SUBJECT:
Sumner8152
Date: 95-09-29 12:06:52 edt FROM: Cathy GR
Tried to e-mail you, got "invalid address". You could try me at
CathyGR@aol.com. Thanks
SUBJECT: Re:K-1 Inclusion
Date: 95-09-29 17:14:55 edt FROM: LMCEB
Actually Karen I don't think the parents understand what is going on and I'm
not sure they understnd if they do know. the population I teach is Low SES
and many of my parents are reluctant to come to school and become involved
because they have had bad experiences themselves. the ones who are involved
feel they can only do so much and to be too vocal would be scary for many of
them as they are not used to fighting for what they believe in. I do
appreciate the advice. I will try to keep pursuading my parents to become
more involved for their kids. thanks!
SUBJECT: Research on Inclusion
Date: 95-10-01 21:05:59 edt FROM: LACE G
I am writing my thesis on inclusion and LD students. I am having trouble
finding research on this area. Can any recommend a journals, magazine, etc.
that they have discussed this issue?? (please email because I'm not sure if
I'll figure out how I got to this room ever again!) Thanks!
SUBJECT: INCLUSION
FROM ADMINISTOR'S VIEW
Date: 95-10-01 22:10:01 edt FROM: Vauna1
You mentioned working on your dissertation and that you need information
concerning successes and problems. I too plan to write a dissertation with
the administrative twist regarding inclusion. Since I am just beginning to
research this subject, any shared information would be great! Thank you
VP.IL.
SUBJECT: Re:Inclusion.....can someone hel
Date: 95-10-02 21:23:02 edt FROM: Kbgrass
You need to get your Principal involved. You will not be successful unless
you get her/ his support and everyone knows it. You really can't do this
alone and your Principal shouldn't expect you too.
SUBJECT: inclusion
Date: 95-10-04 02:12:38 edt FROM: Regwench
HELP! Research project on inclusion.
I have done special ed for three years, and have a paper due on inclusion.
NEED SOURCES-current on this topic....SUGGESTIONS?
THANKS REG
SUBJECT: Re:Using a study carrel
Date: 95-10-04 20:48:59 edt FROM: Boulevard
I realize I'm a bit late on this topic - just thought I'd share my experience. We have a few kids who have "private offices" where they can leave the group to "get some work done." It works well when the kids see it as an important space that is for taking care of the business of the day.
Some kids can come and go from their offices (they sense the need to retreat
to a less stimulating spot) and some just need a reminder from the teacher. -
Nancy
SUBJECT: Re:empowerment for parents
Date: 95-10-04 22:51:21 edt FROM: Nick Vegas
bring a picture of your child to your meeting and place the picture in front of you.
prepare as best you can for each meeting
decide on one, two, three primary goals you expect
to accomplish at the meeting
if you have called the meeting ,submit an agenda to
everyone attending
try to keep your emotions in check (the most difficult one for me)
keep your mind focused on the goals you want to
accomplish and don't be swayed by what you hear
find some good books to teach you empowerment
skills
take a friend and/or family member who
feel good about what you're doing
you are your childs best advocate
parents are the child's continuum, while teachers
have you child for only one year.
be willing to listen to the teachers perspective
acknowledge what s/he has to say
and then proceed with what you have to say
it's late and I'm tired,,,,,
keep your eye on the prize,,,,your child
decide what you want, what you child needs and
why and then go and get it....you don't have to be mad
or angry about it....just stay focused on your child's
needs......
try to find agreement
if you can be more specific in area of empowerment
perhaps i can give you examples
i've been advocating for my son for ll years.....and
i still get intimidated......but, that doesn't serve
my son......
get some negotiation books......that's what meetings are all about anyway
good luck fox
SUBJECT: Re:Exhausted!!!
Date: 95-10-04 22:58:11 edt FROM: Nick Vegas
i send you hugs, kisses and lots of encouragement
to hang in their.....parents are distrustful of school
districts and their agents.....you're doing the right
thing which is trying to earn their trust...they are
the key
if i were you i would try to get the parents to find a
special education support in the form of an itinerant
teacher to help you meet the child and aides needs
good luck hang in there fox
SUBJECT: Re:empowerment for parents
Date: 95-10-09 06:11:14 edt FROM: KarenL2888
Try the book "Negotiating the Special Education Maze" by Woodbine House Publishing, authors Anderson/Chitwood/Hayden. Its pretty good. Also, if they havent cooperated in the past, take a tape recorder. Karen
SUBJECT:
Re: Exhausted!!!
Date: 95-10-09 17:40:18 edt FROM: SDevito106
It is my opinion that an aide is not the appropriate person in an inclusive environment.. All parents of "included children" should insist that the in-class support person be a certified teacher of the handicapped or, in the case of Deaf and Hard-of-Hearing children, be certified in Deaf education and skilled in sign,able to pass a skills assessment. This should be included in the IEP-if the child was "pulled out" for Resource Room instruction it would not be with an uneducated aide as the instructor. Shame on the parents and the district for putting you in this situation. Check your state administrative code regarding special education. Some states have very clear requirements for this situation. Good Luck! S....................
SUBJECT:
Re: Exhausted!!!
Date: 95-10-09 20:56:12 edt FROM: SusanS29
"Shame on the parents and the district for putting you in this situation."
Unfortunately the courts are upholding this approach.
SUBJECT: Inclusion
Date: 95-10-10 23:22:40 edt FROM: ESchwa8660
I'm hearing frustrated teachers who have mainstreamed students, frustrated
parents who's kids aren't included . . . What's the consensus? Does
inclusion work? For who? The kids with disabilities or the kids without or
both?
SUBJECT: Re:Inclusion
Date: 95-10-11 08:59:31 edt FROM: SusanS29
Inclusion works *spectacularly well* when it's done well. It's bound to fail unless done very well. Some districts seem to think inclusion means shutting down all special education services and dumping the kids back into the regular classroom without any extra support for either student or teacher (both will need help).
Bound to fail-and will make inclusion look bad in the process.
SUBJECT:
Re: Inclusion: Comparing Programs
Date: 95-10-11 22:31:00 edt FROM: JGarcia378
I may be wrong, but I thought that Public Law 94-142 stated that each child in special education needed to be looked at on an individual basis. Thus we have the IEP. By having a policy of full inclusion, aren't you assuming before even examining the child or even their records that the best place for them to learn is in the regular room? I would think that a policy of full inclusion violates that federal law, any feedback?
SUBJECT: Re:Inclusion:
Comparing Programs
Date: 95-10-12 08:11:33 edt FROM: Ratatat
Not just an individual basis, but *in the least restrictive
environment*.
SUBJECT: Re:Inclusion: Comparing Programs
Date: 95-10-12 22:25:57 edt FROM: SusanS29
" I would think that a policy of full inclusion violates that federal law, any feedback?"
JG I think that within five years the number of lawsuits over this issue will
be staggering.
SUBJECT: Re:Inclusion: Comparing Programs
Date: 95-10-12 22:27:25 edt FROM: SusanS29
"Not just an individual basis, but *in the least restrictive environment*."
Yes... but for some children, paradoxically, the "least restrictive
environment" *for them* isn't full inclusion. If you put a child in full
inclusion and it isn't appropriate for him or her, you are restricting their
progress.
SUBJECT: Re:TEACHING IS TERRIFYING ME!!!
Date: 95-10-14 18:45:50 edt FROM: DSchil5846
I AM A GRADUATE STUDENT AT NYU STUDYING SPECIAL EDUCATION. I DID MY
UNDERGRADUATE STUDIES IN THIS AS WELL. EVERDAY I HEAR SOMETHING NEW. NYU IS
PUSHING US TO EMBRACE NEW JOBS AS "LEARNING CONSULTANTS." IS THIS GOING ON
ANYWHERE???? NEXT FALL I WILL BE LOOKING FOR A JOB. ACCORDING TO NYU,
NOBODY WANTS TO HIRE LD TEACHERS FOR SELF CONTAINED CLASSES BECAUSE THE TREND
IS TOWARDS INCLUSION.
WHAT'S GOING ON???????
SUBJECT: Re:Inclusion: Comparing Programs
Date: 95-10-14 20:38:36 edt FROM: Tear4
JG,
NY state regs say that any removal from the mainstream should only occurr after "support aids and services" have proven to be ineffective. However, the practice has been, until the inclusion concept, refer 'em, label 'em, yank 'em. The inclusion idea has defined support aids and services as including the presence of additional professional staff in the regular ed environment and modification of tests, materials and curriculum. The regs also state that the presence of a special needs student and these support aids and services can, in no way, adversely affect the intruction of the other students. Everyone is protected by the language, but in practice it's quite a balancing act. Without the proper administrative support and formal program parameters inclusion fails.
The bottom line here is that if proper support aids and services are available for special needs kids at the primary level, the chance of inappropriate placements diminishes. Current inclusion practices are reactionary in that inappropriate placements are being reversed. The proof isn't on getting them into the mainstream, it's in getting them out.
I originally asked for comparative program information because inclusion generally lacks formal, legal, guidelines. As a result, it is being done in a myriad of ways. Also, I have a sneaking suspicion thatthe management needs of special needs populations vary greatly, and this results in differing applications of inclusion.
Peace,
Michael NY
SUBJECT: Inclusive communitites
Date: 95-10-15 12:09:50 edt FROM: KTJ OTR
How do we build in inclusive opportunities, beyond academic goals for our
students? We see our moderately involved high school students succeeding
well in the classroom. It's outside of the classroom that the difficulties
arise. Any discussion about creating opportunities for socialization? I'm
looking for some help!!
SUBJECT: Moved-pull-out vs. inclusion
Date: 95-10-15 18:48:33 edt FROM: SusanS29
SUBJECT: Pull-out vs REI/Incl. Philosophy 95-10-15 11:51:46 EDT FROM: CoTeachNet
Posted on: America Online
Dear Educators/Parents,
Our school has recently gone to a co-teaching program whose philosophy is to keep all children in the classroom for instruction as much as possible. While I agree with the general philosophy, I still think there are times when children need to be "pulled" out for remediation that cannot be covered within the regular classroom or for catching up on vocab, class assignments, etc.
I have been told there is research that says that after children reach a certain age, pulling them out for remedial services reaches a point of diminishing returns and is no longer effective. I would be interested to get the source of such research or of some that would refute this statement. More importantly, if your school is doing co-teaching/inclusion, what is working/not working for you???
SUBJECT: Re:Inclusion.......Help?
Date: 95-10-16 12:06:19 edt FROM: DN92667
AmiJOE1
My daughters teacher works on an awards program. She puts the kids into
groups and when a child in the group does something good (example: raises
hand to answer question, is polite, helps etc..) they get a ticket, when they
get 50 tickets, they get a prize. Her teacher says that it works really well
and it is worth the money that she spends each year to have a good
class.
SUBJECT: Re:Moved-pull-out vs. inclusion
Date: 95-10-17 21:01:36 edt FROM: KarenL2888
Dear Co Teach Net,
Heres what works for my 15 yr old with Down Syndrome. While it may not work in some instances, it works for him. He has regular ed for all of the day except Math and English. He has no co -teacher, though I see the value in it, but he has a team approach to curriculum. Therefore, when he is in math, not only does he learn math, but also its relationship to his science homework. When he is in English, chances are the paper he writes is on a current event or social studies topic. I do not think age has anything to do with when you stop benefitting from pull outs. I think teachers and attitudes and curriculum have everything to do with it. I have explained to my district that Dan learns better in the regular class than he did in the segregated school he came from. Keeping this in mind, he also needs concentration in math and english to maintain and acquire certain life skills. He is not expected to learn 100% of the curriculum, rather he is expected to be all that he can be. He is very successful and happy in this environment. We think it works well for him.
In the "Inclusion" wars, while we remember that the child is an individual and has individual needs, we also try to the extent feasible to include the child with disabilities. Some districts are not up to speed, have misconcieved notions about inclusion, or have no administrative support. While these are legitimate reasons to shun inclusion, if I hadnt stepped forward to do my part, and waited for someone else to do it, Dan would still be an hour away at a segregated placement. If inclusion is done properly, and IEPs are written and carried out properly, and administration provides the training and funding needed, Inclusion works. Take out just one element, it spells disaster. For the Sped Teacher who is graduating now, yes the roles are changing. While the role used to be to take "x" number of kids to a self contained class and try to teach all those diverse abilities, the role is now to facilitate the education of the children through coordination of curriculum, staffings, and observation. These are very important roles, though I recognize they are not the reasons some attend teaching schools. If you want to be a teacher, hands on, day to day classroom, I would encourage you to get dual certification. You will be one of your district's major assets in an inclusionary classroom.
Again, the law says "Free Appropriate Public Education" in the "Least
Restrictive Environment". Nothing in that has changed. If the regular class
is not appropriate for your child, that neither means it will always be
inappropriate, nor does it mean you have failed. To the contrary,
recognizing your child as an individual is always a method for success. MHO,
Karen
SUBJECT: Re: Inclusion how, where, why?
Date: 95-10-18 16:18:45 edt FROM: RICK CACO3
I'm just getting into all of this AOL lingo. I have been a special education teacher and provided a variety of different kinds of services to many different kinds of kids. I think all services need to be carefully reviewed and determined what is most appropriate. The reason I like inclusion is it makes more sense for the child. The LD child that leaves class and then comes back is lost, they need the most help with transitions, directions etc. and we frequently make it harder for them. They are having trouble learning to read: Resource works on short vowels, the classroom teacher is working with long vowels - no wonder the child is having trouble reading! When I am in the classroom I can see the activities going on, adapt as necessary, bring in materials that may help for the next day, provide helpful suggestions at our weekly meeting times. Yes, I do meet weekly with each classroom teacher, we don't have anyone for coverage. We get together before or after school, over lunch or during one of the kids specials. At this time hopefully the teacher can tell me her plans for a week, if not just general plans. I can then set my plans to run along with the classroom and really help the child not confuse them. The classroom teacher is such an important part, I try to help them out as much as I can. When I see a lesson was not fully understood for several students I might share some information, learning games, good resources (ie another teacher within the building). I try to be very understanding with scheduling issues, not turn away if the reading that was supposed to go on is changed and just help out whenever I can. I also like the idea of an office (study carrel), it is all how things are introduced.
Rontul: I often read the book Ruby by Maggie Glen, a children's picture book about a "special" bear when I introduce a children with many special needs. All kids love picture books even older ones and it is great to lead into a discussion about different disabilities. The only problem is it is now out of print! I'd look for it in used book sales!
My current caseload includes two severely language impaired and three with orthopedic impairments.
Enough of my thoughts! I'd love to E mail with anyone who has a similar caseload or needs some suggestions!
Sue America On Line Rick CACO3
SUBJECT: Re:I NEED INFORMATION
Date: 95-10-19 18:03:41 edt FROM: LDavid3138
I am a special education teacher and I do not know much about inclusion. Can someone help me? Send info to my EMail (LDAVID3138) Thank you.
SUBJECT:
Re: inclusion
Date: 95-10-19 19:03:54 edt FROM: LStrata
A very good resource and wealth of information is the National Professional Resources, Inc. their Inclusion Times newsletter. It is published quarterly 4x a year. It is about $30.00 for the year but is well worth is, especially when looking for resource info. They will led you to the right direction and tell you what other informative resources there are in the area you are most interested in. Hope this helps.
Lisa
SUBJECT: Re:TEACHING IS TERRIFYING
ME!!!
Date: 95-10-19 19:18:33 edt FROM: LStrata
I don't beleive that no one will hire you for a self contined classroom. Yes, Inclusion is here, but only among the few school districts doing it right. It is better to say that Inclusion is COMING. You will have a job, they are always looking for good teachers, but remenber to have an open mind and keep the law in mind. There are many children who are in self-contained classrooms who do not belong, should be out into the regular classroom, so Inclusion is aproviding what the law states. What is needed now and will be needed in the future are Inclusion Specialist, those who can give suggestions and guidence to the team on ways to teach the child. Now that is something that you should look into. Any questions write back here.
Lisa
SUBJECT: We need your help!!!
Date: 95-10-20 00:16:15 edt FROM: PDD Palace
Friends,
Please help us gather information to present to a Neandrethal School Board nearby who is saying that children with disabilities who need supplementary supports and services do not belong in any of their College Prep classes. Their view is that if these kids are going to college, they should not need supports such as assistance with notetaking, speech therapy, etc. Thus, when a parent asks that his or her teen be put into the College Prep track, they are told they will first need to be declassified.
This is obviously illegal, however, the School Board does not believe that other High Schools provide such assistance to children with disabilities ranging from dyslexia to ADD to CP, or anything else.
Please write us and tell us your experiences so that we can tell these BOZOs that this in fact happens everyday, across the nation, because there are some places that follow federal law, maybe even some in New Jersey.
Thank You,
Lisa (PDD Palace) & Mark (MarkTRG)
Allen, Andrew and William's Mom and Dad
SUBJECT: Re:We need your help!!!
Date: 95-10-20 06:48:39 edt FROM: Ratatat
Your school board might want to look at what colleges are now doing to support students with disabilities. Many of them are doing quite a lot, and the students' disbilities are "official." Obviously, if students with disabilities weren't on a college track, then the colleges wouldn't have any students in need of support. Duh!
Have you considered calling your State's Protection and Advocacy Office for support and information? The office is usually located in the capital city.
Also you could call NICHCY (National Information Center for Children and Youth with Disabilities) to see what information they have on this. 1-800-695-0285. Their information is provided free.
SUBJECT: Re:We need your help!!!
Date: 95-10-20 09:11:55 edt FROM: PDD Palace
Thanks for responding! Yes, we are constantly in touch with the Advocacy services for the state. Mark is a trained Advocate, so he is aware of this information.
As far as this particular administration goes, they don't seem to realize what you said about students having supports in college. They are stupid enough to believe that they'll never get there, and shouldn't be there. It's appalling, and that's what we're trying to stop.
Thanks again!!! We'll make sure that other people get the info that you gave us... :)
Lisa
SUBJECT: K inclusion/co-teaching
Date: 95-10-20 16:40:38 edt FROM: SKARENTS
I'm teaching a K class with 9 special needs kids(mostly DD, some EMH, SLD).
This is the 2nd year and has gotten off to a super start. I'm co-teaching
with a new reg.ed k teacher; our rooms open to each other and we share our
kids back and forth thru-out the day. We share centers, outside play, some
large group activities. We've divided the combined classes into 2 smaller
sized grps (16 each) for instructional time thru out the day. Luckily, we
have 2 assistants we share to help facilitate this. We're using a thematic
approach which allows for levelled learning. I'm interested in hearing from
others attempting this type of program. Sharing ideas, concerns would be
helpful. Right now, biggest concern is getting full buy-in from other staff
members, and some parents. Also, the district goal for these kids is to move
them to regular first grade. What to do with those who are lagging in
skills: 1st grade teachers don't have the resources we do right now to
accomodate different learning styles,levels. This is a HUGE improvement from
the 1st year, though, and has rekindled a love of teaching in me. Hope to
hear from some interested people!
SUBJECT: Re:Successful Strategies
Date: 95-10-20 20:55:11 edt FROM: SKARENTS
I am teaching in a successful (so far) program that has teamed my class(spec. ed K) with a regular ed K class. Our rooms are open to each other; the kids freely mingle and move back and forth. We plan our schedule/routines/lessons together. We have mixed and then divided our groups, so we are able to teach to a smaller group (approx 16 kids).
All the students have seemed to just fall into the routine. The children in my class are not seen as different, I'm seen as just one of their teachers. The children in my class are classified as Developmentally Delayed, Learning Disabled, Autistic, and Educable Mentally Handicapped. Many receive services in OT,PT, and Speech/Language.
The fundamental components that have contributed to
the success are:
-both teachers really want to do this
-two teaching assistants work with us to help facilitate and support individual student
-common planning
-shared philosophy
-thematic approach to instruction enables levelling of activities.
-co-teaching
I'd be glad to converse with you more. I really want to get more info and
feedback about inclusive programs.
SUBJECT: Re:K inclusion/co-teaching
Date: 95-10-21 14:58:36 edt FROM: SusanS29
I don't understand why EMH and SLD are in the same special needs class, since their special needs are so very different... that said, having the inclusion model probably eases the problems somewhat-but in my opinion putting EMH and LD in the same class is unconscionable (not that you did it-but I can't imagine what your school district is thinking of!)
SUBJECT: Re:We need your help!!!
Date: 95-10-27 22:37:10 edt FROM: PattiMcHam
"Their view is that if these kids are going to college, they should not need supports such as assistance with notetaking, speech therapy, etc. Thus, when a parent asks that his or her teen be put into the College Prep track, they are told they will first need to be declassified."
Your message is *so* disturbing. I can't imagine how frustrated you must
feel! Who are these people and what planet did they come from? Call your
State Dept. of Education, better yet, write them and tell them what is
happening and ask for an opinion on this policy in writing. Do the same with
the federal Dept. of Education. Ask these people if Stephen Hawking, the
renouned scientist, would not be college material? Good luck and keep us
posted : )
SUBJECT: RE: Inclusion Reg Ed View
Date: 95-10-28 18:43:16 edt FROM: Gkloib
I am a learning support teacher currently involved in inclusion. For the most part, the teachers of my school would rather send these inclusion students back to self contained classroms. A few of the teachers are really working well with me and seem to be in favor of inclusion, although they could be putting a good show. I'm just curious as to how the regular ed teachers view inclusion, and if they have any suggestions or solutions.
SUBJECT:
Re: Inclusion ideas!!!!!!!
Date: 95-10-29 17:26:27 edt FROM: TeacherLys
TOPCHOPP, I'm also struggling with trying to make a group of students with intensive needs more a part of the school community. In the past, they have had lunch, recess, art and music with other kids their age. When I started at this school, I decided to try inclusion during computer lab times as well. I also feel that my students should participate in library activities, even if their goal is to just pick out and sign out their own book, while the rest of the class learns to use a card catalog, however, I've not yet been able to work this out. Another idea is to have your students participate in all-school themes. For instance, my school has just recently made a committment to maintaining a school-wide geography theme. I am beginning to have my students make flags from around the world to hang up around the world map that will be hung in the cafeteria. I am also thinking about multicultural celebrations that my students can make food and decorations for, and then have a party to invite "regular" education kids to.
I'm finding that it's difficult to begin such a program from scratch. I've
wavered on the philosophy of "Full Inclusion" for a long time. Now I'm
beginning to feel that there can be no in-between. If are kids are to really
gain respect as a valued part of a public school community, they really need
to be fully included. I hope the support will reach all of us soon. Feel
free to e-mail me. TeacherLys.
SUBJECT: Disabilities Awareness
Date: 95-11-01 20:30:25 edt FROM: TeacherLys
HELP!!!!! I am working in a self-contained classroom in a public school. Myself and another special education teacher are trying to create and plan a school-wide disabilities awareness program (for the children, but even more so for adults who are less than "open-minded"). We are hoping that we will be able to encourage a more inclusive program if we can get more acceptance. Many regular education terachers in the achool are very discriminatory. Many of the kids are interested, but others tease, or are frightened by behaviors, equipment, etc... I would love to receive any resources, information from people who have done such a program in the past. PLEASE E-Mail Me!!!
TeacherLys
SUBJECT: Re:Disabilities Awareness
Date: 95-11-01 21:57:38 edt FROM: Ratatat
We have a clinic here in our city that specializes in children with disabilities - some of them severe. One of the schools here organized a disabilities awareness "fair" on a week day in their gym for a part of one afternoon. The clinic brought examples of equipment that some children might use who would be included in a regular classroom, and others that were for more impaired children. The people who came not only were given demonstrations but were "disabled" and *had* to use the equipment to perform normal every day tasks. It was an eye opener from what I heard.
Also, a center was set up to allow people to become visually impaired. This was achieved with blindfolds and obscuring glasses. The people then had to spread peanut butter on a cracker, tie their shoes, and do other sight dependent activites.
I can't remember much - a friend who attended shared this with me, but it sure sounded neat - and like a real eye opener.
I like your idea a lot. Sounds like you really need some of this kind of
program in you school.
SUBJECT: Re:Disabilities Awareness
Date: 95-11-02 15:09:38 edt FROM: S gretz 17
My suggestion is to try and break it up into smaller chunks, perhaps grade
level at a time. I know this spreads it out more and takes longer but my
concern would be on the impact you would really have with a school wide
assembly. My experience is that kids do want to talk and ask questions which
would not lend itself well to a school wide event. Why not invite adults
with disabilities to school to talk about their lives or share their talent?
also, locally, our county just created a film called Small Differences that
is a video for kids created by kids about kids with disabilities. We just
saw the premiere. It was exceptional, although I have a few critics. It is
being made available to every public and private school building in our
county (42 school districts) and will come with a discussion book, because
that is where you can really get to the heart of the matter is in direct
conversation with kids. Good Luck
SUBJECT: Re:S gretz 17/Disab.Awarenes
Date: 95-11-02 23:12:49 edt FROM: TeacherLys
Thank you so much for your response. Can you please E-Mail me with
information on how I may obtain a copy of your video and booklet? Thanks,
TeacherLys
SUBJECT: Re-structuring and inclusion
Date: 95-11-03 02:06:18 edt FROM: JQuinn7488
My high school is in the process of restructuring- going from 6 period day to 3 90 minute periods with a mentor/student format. Our Sped dept. wants to leap at the same time to a full inclusion/collaboration model. It's a large school: 1800 students, 200 of them certified, 8 teachers plus support staff. Anybody anywhere with ideas, advice, examples, disaster or (hopefully!) success stories, please e-mail me. THANKS! Warm in Alaska-
SUBJECT:
Preschool project
Date: 95-11-05 14:37:44 edt FROM: SEAPIG
I am the director of a new inclusion program in a private preschool. Please
let me know if you have any ideas, resources regarding testing and
educational program planning. Thanks. SEAPIG
SUBJECT: Re:Inclusion: Comparing
Prog
Date: 95-11-05 15:47:38 edt FROM: NYBERGJB
I'm from south TX. Our inclusive program started gradually by having
students return to their home campuses. We palced all students in a reg. ed.
class and used a resource-type pull-out program for spec. ed. IEP's. Then we
slowly introduced the students back into reg. ed. curriculum 1 class at a
time and individually trained reg. ed. teachers on modifications and beh.
management. I have 9 included students I work with on a daily pull-out basis
fro reading and math but they all attend Reg. Ed. PE,Music, Library, SS,
Science, ESL or Spanish classes. If anyone is more interested in our program
fell free to contact me at NYBERGJB@AOL.com
SUBJECT: Re:Preschool project
Date: 95-11-06 20:11:49 edt FROM: Boulevard
My son was in a program funded through a grant here in Shawnee Mission, KS a
few years ago - it was entitled Linking And Using Networks for Children with
Handicaps (LAUNCH). The idea was to take a district early childhood special
ed. program and integrate it into a community child care program. The
special ed. teacher had a para, and usually 5-8 students, I believe. She did
integrated activities and reverse mainstreaming in the preschool, and was a
great asset in helping them modify for the children in their program that
needed assistance. During the second year, it was done through a
class-within-a-class model (14 kids in the room; 1/2 identified as special
ed; 1 early childhood teacher provided by the center, 1 special ed. teacher,
1 para). It was great! If you're interested, I'll pass along your name to
the teacher. -Nancy
SUBJECT: The end of sped teachers?
Date: 95-11-08 15:48:25 edt FROM: MPbamberg
Last Fall, I attended a seminar about inclusion. It mentioned that true inclusion is that special education would end, no more teachers either in the classroom or in a resource room setting. I have become worried. Since that conference, I was laid off my job and have had difficulty finding another one. I have a masters degress in special education. Have any other teachers worried about their job and the future of special education. Please respond back to a teacher in Massachusetts. Thank you.
SUBJECT: Re:The end of sped teachers?
Date: 95-11-08 19:32:03 edt FROM: Suzeq99060
Here in FL, sped tchrs are PREMIUM. They DO NOT have enough trained
professionals. Even in the inclusive programs, sped tchr is integral to
success; at least in philosophy, and so far in practice. The sped tchr
becomes the resource, and in some cases, the co-teacher of the gen.ed
tchr.
SUBJECT: Re:The end of sped teachers?
Date: 95-11-08 19:36:21 edt FROM: Boulevard
As a parent of a special needs child, I would certainly hope that we don't "throw the baby out with the bathwater" and assume that any one type of delivery model is best for all kids. That's discrimination, whether it's insisting on total inclusion or total segregation. It's not an "Individual Education Program" if it doesn't individualize according to need.
SUBJECT:
INCLUSION FAIRFAX COUNTY VA
Date: 95-11-11 10:41:05 edt FROM: CANNON4466
I am interested in learning of other parents' experiences with inclusion of
their Special Needs children in regular ed classes in schools in Fairfax
County. Please respond.
SUBJECT: Re:Research on Inclusion
Date: 95-11-11 14:30:46 edt FROM: Novicecomp
I'm looking for research on inclusion of SH students that focuses on the attitudes of the school staff. Are these attitudes affected by inservices, availability of support services and previous experiences working with SH students. Any help is deeply appreciated.
E-mail Novicecomp@aol.com
Thanks
Yvonne
SUBJECT: Re:Inclusion.....can someone
Date: 95-11-14 18:54:10 edt FROM: ELGLO
FROM: elglo I have fulltime inclusion OH and ID. Beendoing it 3 years. love
it. writeto me for further info onhow we set up and worked it out. I am
always interested in new ideas.
SUBJECT: early childhood inclusion
Date: 95-11-19 16:10:20 edt FROM: SLARDAV
Hi! I am a preschool special ed. teacher and my current class is an
integrated class of 8 developmentally delayed 4 and 5 years olds, and 9
ECEAP 4 year olds. This is the first year we are integrating a preschool
class in our school district. I would like to hear from people who are
currently teaching in an integrated early childhood classroom. I"d love to
get some ideas of what is and is not working. Thanks!!!
SUBJECT: Re:early
childhood inclusion
Date: 95-11-21 19:50:41 edt FROM: KarenL2888
Just a reminder to all you kind folks that we have a weekly discussion here on AOL regarding Inclusion. We meet Thursdays at 10PM EST in the chat room accessible at keyword BETTERHEALTH. Thanks to Susan for letting me post this here from time to time.
For more info, contact me or EG12. Thanks! KarenL2888
SUBJECT: Re:Inclusion:
Comparing
Date: 95-11-22 02:05:56 edt FROM: LB Boring
Inclusion has been a nightmare for my daughter and I. As a resource teacher, I see it very successful for some kids and awful for others. It seems to work best for kids that are either so far behind or learning at such a different level than the other kids that there is no cross-over, or for kids that just need a boost in learning strategies and can catch up quickly. I don't know of any child that doesn't feel different when they aren't learning like the other kids in the room. A pull out program or self contained class can allow a child to feel like a real member of a community.
SUBJECT:
Re: Inclusion: Comparing
Date: 95-11-22 10:59:01 edt FROM: SusanS29
" I don't know of any child that doesn't feel different when they aren't learning like the other kids in the room. A pull out program or self contained class can allow a child to feel like a real member of a community.
"
Thank you, LB. I have the same concerns. I don't know a single third grader
who wants to work on beginning consonant sounds in front of his or her
peers.
SUBJECT: Re:Inclusion: Comparing Prog
Date: 95-11-22 20:02:55 edt FROM: AnnToreen
Let me complete the statement for you guys. "The student has the right to the
least restrictive AND MOST APPROPRIATE learning environment." Why is "most
appropriate" being ignored?
SUBJECT: Re:Inclusion: Comparing Prog
Date: 95-11-22 21:16:46 edt FROM: Oynk oynk
AMEN
Not only do few 3rd graders want to work on sounding out words in front of their peers, but most would do a lot better without the distraction of 20 other students doing reading around them.
If we truly believe that a student (LD in particular) is capable of being taught and "catching" up, then we do that child a disservice (sp?) if we endlessly modify their curriculum so that they can "fit in" and "feel good."
I believe that my students can LEARN and be truly mainstreamed.
SUBJECT:
Re: Inclusion: Comparing Prog
Date: 95-11-22 22:07:19 edt FROM: Suzeq99060
The essence here is "appropriate". So much is dependent upon the individual student, the teachers involved, and other students, and developmental levels. In my kindergarten co-teaching classroom ALL the children (both identified sped and general ed) are benefitting from our use of levelled activities. It takes an enormous amount of planning between myself and my coteacher, but is well worth it. The fact that our district has provided us 2 terrific assistants also is a great help.
But, bottom line is looking at each child individually and ALL involved attempting to find the MOST APPROPRIATE situation for that child.
SUBJECT:
Re: Re-structuring and inclus
Date: 95-11-23 23:42:29 edt FROM: CoTeachNet
Dear JQUINN7488,
I would suggest waiting until your school adjusts to the time restructuring and mentor/student format. I am in a school which is trying everything "new" all at once and we are going crazy! The problem is that there needs to be something familiar that people can hold onto when going through a significant change such as your time and personnel restructuring. Trying to through inclusion/co-teaching on top of that would, in my opinion, be disasterous. Take at least a year for teachers to adjust to the new schedules which will affect everyone, THEN try inclusion on a small scale. I feel from my heart, you won't be sorry.
Candy - CoTeachNet
SUBJECT: Inclusion
Date: 95-11-30 21:27:34 edt FROM: JillCricks
I am interested in learning about how other schools handle the inclusion
program in their schools? What role do your regular education teachers
play?
SUBJECT: Inclusion
Date: 95-12-02 18:49:11 edt FROM: JillCricks
How do your special education teachers support your regular ed. teachers in
inclusion?
SUBJECT: Re:Inclusion
Date: 95-12-03 19:25:43 edt FROM: AP80
I teach Resource in a middle school. All of my kids (mostly LD) are in
regular classes. The teachers give me their weekly assignments. I post them
in my class for kids to compare to their assignment notebooks (somekids don't
record it all). I keep supplemental materials in my class (lower reading
levels of same topics, manipulables, maps, etc.) As they work through their
assignments, I check to see where and when their individual disabilities come
into play with each assignment. Some may need text read to them; some may
need me to record lengthy answers; others may need language restated. If
they need a significant amount of reteaching of a concept that may be over my
head (physical science kills me), I arrange a one-on-one meeting between the
student, the teacher and sometimes, me. I also make suggestions when an
assignment needs to be modified and provide supplemental materials to
classroom teachers that may benefit many students in their class. That's
some of what I do to support inclusion.
SUBJECT: Re:Inclusion
Date: 95-12-04 08:04:55 edt FROM: KarenL2888
The key to inclusion is just that...support. If there is not Administrative backing, Inclusion workshops, feedback and development, the system is doomed to fail the child. If inclusion is not right for your child, certainly seek alternatives. But, if Improper Inclusion is failing your child, you have two choices. Do it right or give it up. I chose do it right. I dont regret it.
Karen
SUBJECT: Re:Inclusion
Date: 95-12-06 22:53:53 edt FROM: BEUK30
To: JILLCRICKS-I team teach with a reg.ed. teacher-we split work 50/50-It is
supportive and we both teach all the kids-I modify reg ed curriculum.
(BEUK 30)
SUBJECT: Re:Exhausted!!!
Date: 95-12-07 03:38:03 edt FROM: BenA44
Perhaps you're in the wrong field. If you can't find the time to work with
the aide and deal with the pluses of inclusion....well. As a parent who
wants inclusion, and inclusion is parent driven, I understand why a parent
wants it: To teach people how to be with our kids; to teach our own kids how
to be with the regular world. we often run into special educators who say
our kids are cute and lovable BUT don't ask for this! Accept a seperate
life. Just admit you are uncomfortable with inclusion. That you entered the
field for these reasons:...... and it doesn't include treating kids with
disabilities like they belong. Admit your limitations and tell the principal. After all, you didn't enter the field to trailblaze. Inclusion is a value. Perhaps you don't have it.
SUBJECT: Re:Inclusion..
Date: 95-12-07 03:41:38 edt FROM: BenA44
Value children.
Maybe those teachers who are giving you problems are a 90's version of those teachers in the 60's of the old south who said it is impossible to educate black children with white kids.
There is little you can do. Inclusion is parent driven and Exclusion is fear
and comfort driven.
SUBJECT: Re:Inclusion
Date: 95-12-07 03:42:39 edt FROM: BenA44
Read books by Mary Falvey, the Stainbacks. Talk to parents who want it.
SUBJECT:
Re: Inclusion
Date: 95-12-08 07:49:13 edt FROM: KarenL2888
Check out the new Home Page by Marsha Forest and Jack Pearpoint at
http: //www.inclusion.com
Karen
SUBJECT: Inclusion and Technology
Date: 95-12-17 16:37:35 edt FROM: MoeSull
Does anyone have any material or experience utilizing computers with incllusion students?
My daughter is doing a study on the subject and I volunteered to try and get information for her.
Thanks,
MOESULL
SUBJECT: Re:Exhausted!!!
Date: 95-12-17 20:29:01 edt FROM: Espericuet
Look for support from your special education department and collegues. As long as your following state and federal guidelines and you are acting in the best interest of the child, you don't need the support of your local staff because the law is your back-up!
SUBJECT: Team Teaching Model
Date: 95-12-18 21:41:52 edt FROM: TeacherLys
Does anyone have any experience (yours or someone you know) with team teaching models, i.e. a special ed. and a regular ed. teacher together in a classroom with a small percentage of children having disabilities? I would love to hear about this! After debating in my own mind the issue of inclusion's effectiveness, I have come to beleive that this method is probably best.
Please post here or e-mail.
Thanks, TeacherLys
SUBJECT: Just starting
Date: 95-12-18 22:38:21 edt FROM: Joejamez
I teach in the Gary Community School System (Indiana) and am looking for
information on how to successfully (or unsuccessfully) implement full
inclusion for an urban school system. I have been placed on a city-wide
committee and would greatly appreciate any help.E-mail through AOL
(Joejamez).Thanks!
SUBJECT: Re:Team Teaching Model
Date: 95-12-19 02:32:07 edt FROM: Espericuet
COMMUNICATION IS THE KEY TO SUCCESSFUL INCLUSION AND PROGRESS FOR ANY
STUDENT. IF THE REGULAR TEACHER AND THE SPECIAL ED. TEACHER COMMUNICATE ABOUT
THE CHILD, HE/SHE HAS THE BEST TEAM BEHIND HIM/HER. HOW CAN YOU BOTH BENEFIT
HER NEEDS? GET THE PARENT INVOLVED AND ANY OTHER PART OF THE SCHOOL PERSONNEL.
SUBJECT: Re:Team Teaching Model
Date: 95-12-26 22:45:15 edt FROM: CGuth43409
I also think it helps for the specialist to be dual certified in
reg/sped.
SUBJECT: Inclusion
Date: 95-12-27 14:57:28 edt FROM: KimmyRus
I am doing a research report on inclusion and would be interested in published research(journals, magazines, etc). Also, inclusion issues such as parental views vs. adiministrative views(is it working?, successes, problems, etc) and/or different classification of diasabilities affecting successful/unsuccessful inclusion.
I am also looking for computer strategies or lessons for inclusion students as well as reg. ed. students. We are accessible to the Internet.
If inclusion covers the spectrum from spec. ed. students to the gifted, I would be interested in any information of cited resources and successful programs for all students in the classroom.
Please E-Mail. Thanks so much. Kim
SUBJECT: Inclusion can work
Date: 96-01-07 03:26:00 edt FROM: Supermom28
I have a 6 year old autistic son, and inclusion has worked wonderfully for him. But I had to fight to get him included.
There is a lot of distrust between parents and school officials. And as a parent, I can understand why. I was made to feel guilty throughout the decision making process. My son did not like the woman giving him tests, and therefore, he scored in the MOMH range. The fact that he did not like this woman was not even considered by anyone on the conference committee but me (although it was mentioned several times by his teacher).
Our school system is just starting inclusionary programs, and the only way I can see things working is if our co-op representative quits. She gave me the option of sending my son into his home school with minimal supports or sending him to another school where a special ed. classroom would be available, but only used if he "couldn't handle things" (which tells me that is where she was planning on sending him 95% of the time). If a child is supposed to be included, doesn't that mean he will be in the reg. classroom as much as possible.
I wanted inclusion, because as a parent, I am the true EXPERT on my son's capabilities and moods. And now he is showing everybody who said that he couldn't keep up than he indeed can. Sure, his work is modified, and sometimes, he just can't keep on track, and that is where I come in. As a parent, I feel that the only way this can work is if I am involved in every way possible. I have a checklist that the teacher sends home tracking his performance, every week his speech, OT, and Spec ed. teacher write me an in-depth note telling me which goals his is mastering in his IEP, and I am a room mother, which gets me into the classroom and working with all of the kids there. Every evening I go over what he learned in class thanks to the extra copies of worksheets his teacher sends home.
This process is not at all the easy way to go. But my son, who has a 2-3 year speech delay, has went from just slight speech to speaking full sentences, to saying words like "excellent" "awsome" "cool" and is finally starting to act and think like a 6 year old.
I am not saying this is a cure or anything, but I think it can be a positive beginning, if it is handled correctly. I know I will have problems with my co-op director. Next year is going to be a lot of "fun" because I want a full-time aide (my son has ADD and needs help with keeping on task, and he needs instructions repeated to him in order to understand because of the autism) and I know I am going to run into the "send him to the other school" syndrome. But I am ready to do whatever I have to do to provide the best education my son is able to receive, and in his case that is in an inclusionary setting.
I can understand there are people who are afraid and don't know how to handle what is being thrown at them. My advice to you is to research as much as possible, and to talk with other parents about their experiences, get to know your child's teacher, and building principal. And if all possible, get involved with school activities.
I am always around if you need to talk just e-mail me.
God bless you all.
Sheri
SUBJECT: Inclusion: Best Teaching
Date: 96-01-09 20:09:29 edt FROM: JMmoo7
I am the special education half of a team of two teachers in a 4th grade inclusion class. The program started four years ago with five severely emotionally disturbed children included in a "regular" (what's that?) class. It was not our idea, to start with the most difficult children (as physicians would not start with worse case scenarios to employ new technogy... they'd start with patients with whom they felt they'd be successful),.... but the powers that be switched things on us and that was my role.... to include severely disturbed inner city kids..... We met with success with 3 out of 5 students that first year.... the kids were successful academically, socially, behaviorally... The two that "didn't make it" had parents who were concerned about losing funds if the kids were too successful...really!
We now serve a mixed group....LD, ED, MR .... 9 special ed. children, 24 "regular" (there we go again!) children and have the benefit of a full time aide..... The kids ARE successful and happy......Why? Instruction that fits their needs (and hey...what do you know? A great many of their at-risk classmates are meeting with more success also!), a non-coercive philosophy (we,the school, have adopted Glasser's model-useful and relevant instruction), learning styles, cooperative learning, etc..... The kids know that fair does not mean that everyone gets the same thing, but what he/she needs (F.A.T. City video). Our kids don't distinguish between reg. ed./spec. ed. teachers...we are both their teachers. Best Teaching Practices, in a nutshell, will go a long way to meet the needs of ALL of our children and give us the time and energy to meet the individual needs of students...... Unfortunately, it took me 12 years to get to a place where others believed in this philosophy! Good luck all! WOW!!! How much FUN I'm having!!!!
SUBJECT:
Re: Team Teaching Model
Date: 96-01-10 22:16:24 edt FROM: Jcrayola
My daughter is in a co-taught first grade. 7 of the 21 children are special needs. The special ed teacher told me it took some convincing to include these children, but in the 2nd year it is very successful. They are respectful of each other's position and work to the benefit of the students.
They mesh together nicely and the lines between special and regular ed are
hard to distinguish,
The change in my daughter is remarkable. She loves going to school and her self confidence has blossomed. Unfortunately, in my town it is up to the teachers and next year there is no such thing as inclusion. I have been worrying about this since October and I'm no sure where to go with it.
SUBJECT: Team Teaching Model
Date: 96-01-12 18:03:48 edt FROM: Blucher
I am currently teaching in a school where 4 - 6 grades are departmentalized
AND we have 10 E.I. students participating in almost full inclusion. We are
in our third year of this program and are wondering if there are any other
schools who are doing something similar. We are looking to share ideas,
information (about academic success, failures etc.). If you are teaching in,
or know of a similar setup, please E-Mail me. Our team would really like to
hear from you. Thanks.
SUBJECT: Re:INCLUSION FAIRFAX COUNTY
Date: 96-01-13 13:14:49 edt FROM: COOKIEM2U
I have a son in Fairfax Co. Schools and it has been a nightmare. We moved here from Massaschusetts and a great school system. There my son was in regular classroom with a special ed teacher also (team taught) and then he went once a day to a resource room where he received additional help. It was great. Moved to Fairfax Co. and encountered such attitudes that if I wanted any special accommodations then it was a self contained classroom. Over my dead body. Even had a "special ed teacher" (and I use the term lightly) to tell me that he didn't know that an ADD child would act different without medicine. Now I know that he wasn't a doctor but I am still trying to find out where he "bought" his degree. We had to move him to another classroom and he is doing better. I think the biggest problem that people in our district are running into is the administration would rather spend their time fighting what they are required by law to do than just complying. There is a lawsuit that is coming up for violation of civil rights of a special ed. student......I am anxiously awaiting the results.
SUBJECT: Inclusion/Collaboration
Date: 96-01-13 19:37:05 edt FROM: Joe Maddox
Need articles from Learning Disabilities Quarterly, titled Concerns about the
"full inclusion" of students with learning disabilities in regular
classrooms.
SUBJECT: Re:INCLUSION FAIRFAX COUNTY
Date: 96-01-14 15:38:41 edt FROM: TeacherLys
Message for COOKIEM2U:
Sorry to hear things aren't going well in Fairfax; I was under the impression that their special ed. services were up to par, but I must have been mistaken. I enjoyed reading that some schools here in Mass. are using team teaching approach to inclusion. Those who say it is impossible, may never have been exposed to the right model. I'm teaching here in Mass. Would you mind e-mailing the name of the system you came from to me? I'd love to apply for a job there!
TeacherLys
SUBJECT: Re:Team Teaching Model
Date: 96-01-14 15:40:48 edt FROM: TeacherLys
Jcrayola,
If the team teaching model has been so successful, then why will the inclusion program no longer exist next year? You should insist!
TeacherLys
SUBJECT: Re:INCLUSION FAIRFAX COUNTY
Date: 96-01-15 00:53:04 edt FROM: SusanS29
"Sorry to hear things aren't going well in Fairfax; I was under the impression that their special ed. services were up to par, but I must have been mistaken."
Unfortunately I have heard multiple stories of poor services from people in
Fairfax County.
SUBJECT: Denver Weighting Scale
Date: 96-01-15 12:33:35 edt FROM: MARYBHAIR1
I need some information please. Has anyone heard of or know how I could
learn more about the Denver Weighting Scale used to determine services for
persons with disabilities? Any help or references would be greatly
appreciated. E-mail address is MARYBHAIR1 @aol.com THANKS.
SUBJECT: Team
Teaching
Date: 96-01-18 22:50:19 edt FROM: Ratatat
Moved from another folder....
SUBJECT: Team Teaching
Date: 96-01-16 21:39:35 EST
FROM: Blucher
Our elementary school has 10 E.I. students fully mainstreamed in our upper el. We also have a departmental program for grades four through six, in which these 10 students are included. If there are any other schools doing a similar project, we'd love to hear from you. We'd like to share successes, failures etc. Please E-Mail me.
Jerry Sauve
Brookside Elementary School
2505 Madison
Grand Rapids, MI 49507
Screen name: Blucher
SUBJECT: Re: Team Teaching
Date: 96-01-18 22:53:24 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Team Teaching
Date: 96-01-17 22:39:32 EST
FROM: TREEMAN81
PLEASE CLARIFY EI. I'M NOT SURE WHAT THE INITIALS STAND FOR.
SUBJECT: Re: Team Teaching
Date: 96-01-18 22:55:07 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Team Teaching
Date: 96-01-18 18:56:09 EST
FROM: Blucher
E.I. stands for Emotionally Impaired. Thanks for asking
SUBJECT: Inclusion
models
Date: 96-01-22 23:57:25 edt FROM: Teddi78250
I am a regular ed, fifth grade bilingual teacher currently teaching 9 included students (LD, MR) with my population of 24 total. We are in our first year of inclusion. We are trying a teaming/co-teaching model with limited success, and are seeking succesful models to adapt/follow for upcoming years. I am particularly interested in models which allow reg ed and spec ed teachers to co-teach, and what was put into place to allow this to happen (i.e. grouping, common planning, etc.) Each of our team of seven teachers has included students, although I have the most and the nost "support" time. We are starting to feel that our resources wouldn't exhaust themselves so fully if we included students into fewer classrooms and concentrated our spec ed support(two teachers and two aides, most of the day) into those few classrooms. Anybody have experience with this? An added bonus for me would be how to accommodate LEP students (both spec ed and regular ed) in the included classroom when not everyone has the same language background. Our school also has several autistic children. Add assessment...it's a mixed bag. We'd appreciate any help.
By the way...our spec ed students who receive any instruction that is not on their current grade level are not eligible for honor rolls, but may receive other recognition. Saw that question posted earlier...thanks.
SUBJECT:
Re: Inclusion models
Date: 96-01-23 07:39:21 edt FROM: KarenL2888
Wow! It continues to overwhelm me that teachers are including nine kids for every 25, and still other teachers have kids identified as special ed in theor classes too. I dont think we have that many kids in our whole district. Maybe we are defining worlds differently, or maybe your district is disproportionate, but Dan has been one of three at the most and two of those really have dyslexia or something which may or may not interfere with learning depending on the class.
At any rate, we have not done "co teaching" in the sense that both are in one
class, but have done "team teaching" in the sense that all courses are
coordinated to cover similar subject matter or at least have a thread of
commonality no matter how far fetched. The teachers meet at least weekly to
see how best to tie Space studies with spelling words, etc. It has worked
very well. Now that we are doing 8th grade curriculum, it gets a bit more
shady, but then the options and amount of teachers participating alter the
course as well. In fifth grade, we used the "sped teacher" as the laison and
coordinator of curriculum and she did an excellent job. She even made a huge
velcro map of Canada for Dan, with peel off provinces, which helped him learn
all the names, placement on the map, and capitals within the lesson plan. Be
creative, have fun, and dont be afraid to experiment. I always tell Dan's
teachers that he had no owners manual. I make mistakes too. Hope this
helps. Karen
SUBJECT: Re:Team Teaching Model
Date: 96-01-26 17:40:41 edt FROM: MEEPK
Does anyone have any information on the effects of inclusion of the general education students. I need to research this topic and the pickings are slim.
Any help would be appreciated. Thanks MEEPK@aol.comm
SUBJECT: Center on Human
Policy Web
Date: 96-01-27 08:42:21 edt FROM: Sndrake
The Center on Human Policy now has a Web site. The Center on Human Policy is a Syracuse University-based policy, research and advocacy organization involved in the movement to insure the rights of people with disabilities. Since its founding in 1971, the Center has been involved in the study and promotion of open settings (inclusive community opportunities) for people with disabilities.
The URL for the web site is: http://web.syr.edu/~thechp
The site already offers articles, annotated bibliographies and other materials. This site will be updated regularly and often (at least once a week).
Please check it out and browse. Feedback is welcome.
Sincerely,
Stephen Drake (http://web.syr.edu/~sndrake)
SUBJECT: Re:Team Teaching Model
Date: 96-01-28 15:29:55 edt FROM: Heyentah
"Does anyone have any information on the effects of inclusion of the general education students . . ."
Are you asking about the effects of inclusion ON general ed. students? If so
I have several unpublished sources.
SUBJECT: Effects of Inclusion
Date: 96-01-29 02:12:22 edt
FROM: JNeth46093
I don't have any publications on the effects of inclusion on general ed. students, but I can tell you what I've experienced firsthand. My son had cerebral palsy; he was labeled with spastic quadriplegia, profound multiple disabilities, and did not use speech to communicate. Before his death 18 months ago, he was included in a regular sixth grade class. He worked on goals such as making choices, greeting peers, and improving his eating skills. I talked with the sixth grade teacher often throughout the year, and he told me that he had seen a definite positive change in the students as a result of having my son in his class. They were generally more accepting of differences among each other, saw abilities rather than disabilities, and showed a greater degree of compassion than previous classes.
Academically, they scored higher on tests than the previous class. The teacher explained that he felt like the reason was because the students, in finding ways to present material to my son so that he could participate, actually had to go over the material in greater depth. For example, in a science activity, the learning group that my son was in helped him do the science experiment hand over hand (he was unable to move his arms or hands). It seemed that in this type of adaptive learning, everyone benefitted!!
My feeling is that inclusion, if it is implemented in the best way, has a profoundly positive effect on students with and without disabilities. It helps them learn to appreciate diversity in others. In the words of one of my son's friends, "Even though Tee couldn't talk with his voice, he could really talk with his eyes! We were friends, and we just both knew it."
SUBJECT:
Re: Exhausted!!!
Date: 96-01-30 00:08:07 edt FROM: AndieS4897
BenA44:
Good thought but wrong tactic. Don't attack us teachers. You aren't in the room with us. When you spend 10 hours a day 6 days a week working on inclusion, lesson plans, affective processes, and just plain old fashion self help skills for 15 kids you let me know how I feel!
SUBJECT: Any suggestions?
Date: 96-02-02 21:09:56 edt FROM: CHRISM1313
I'm a first year ESE teacher in a full-inclusion/co-teaching program for 8th grade students with severe learning disabilities. I'm in a brand new school with a new staff of teachers. So with all this newness, no surprise that this year has been tough. What makes it tougher is how LITTLE (if any) training regular ed. teachers have received on inclusion and co-teaching!! We are struggling to find ways to make inclusion and co-teaching work. What makes me mad is that having just graduated from a well-respected university, I received HARDLY ANY training on inclusion OR co-teaching. SO HOW ARE WE SUPPOSED TO MAKE THIS WORK IF NO ONE KNOWS WHAT TO DO????
Has anyone experienced the same frustrations? I'd love to talk with you about how you're dealing with it and what you've found to work. Post here or e-mail me at CHRISM1313.
SUBJECT: Re:Any suggestions?
Date: 96-02-05 08:31:20 edt FROM: KarenL2888
Chris,
There are some excellent resources out there on the Web...
Thanks for the grammar lesson, yes I am looking for information on the
effects of inclusion ON students in general education. Perceptions and
attitudes before and after, etc. I would appreciate your sending me
information. Thanks.
SUBJECT: Inclusion models
Date: 96-02-11 11:52:01 edt FROM: Noinangie
I am studying for my comprehensive exams and one of the questions ask. Give a brief overview of the theories and practices used in inclusion. Contrast two inclusion models. Discuss professional literature on inclusion. I need information on different inclusion models. If anyone has information, I would greatly appreciate it.
SUBJECT: Re:Inclusion.....can someone .
Date: 96-02-11 15:05:32 edt FROM: JGuerriere
There is no doubt that starting an inclusion process will be difficult.
Hopefully, you will have a supportive administrative staff (ha!!).
Otherwise, you will quickly master the art of PR.
Many teachers when they understand what to expect are quite responsive. It has been my experience that teachers become "posessive" over the new additions because they are now the teacher of record and feel a sense of responsibility. Things will generally take care of themselves from this point.
For the curriculum and children in SDC programs, it is important to identify the core concepts and assist the regular classroom teacher in designing material or modifying current assignments in these areas. It is not important for our kids to know everything, however, they will learn the core concepts, which are usually in the strands of state curriculum.
Best of luck-be strong.....
SUBJECT: Inclusion chat
Date: 96-02-13 14:48:51 edt FROM: LoriB4Unow
There will be a chat held about INCLUSION on 2/13 at 9:00 EST in THE WORK ROOM. Keyword : TEACHER'S LOUNGE....then click on THE WORK ROOM. Feel free to come and participate.... :)
LoriB4Unow
SUBJECT: Re:Inclusion chat
Date: 96-02-16 08:08:09 edt FROM: KarenL2888
The weekly Thursday chat still meets in BETTERHEALTH at 10 PMEST and there is also a chat starting in WOMEN on Fridays at 7PM EST. There was a post about a daytime group starting up as well!
Success is so sweet!
Karen
SUBJECT: LD Inclusion
Date: 96-02-16 16:09:28 edt FROM: Mi84983611
I would be interested in locating a MODEL program for LD inclusion. I am an SLP working in an inclusive school. As a team, we have celebrated great success with moderately and severely disabled students, but not so with the LD kids. We find that the services become "watered-down" for these students when we only provide support in the classroom setting. Sure, we modify assignments, but the direct instruction for basics that was provided through a pullout model is lacking. We are trying to provide a continuum of support, but time always seems limited. I would love to hear from a great model. (As a side note, I have an LD child of my own and find that private tutoring has a critical component of his education! Good thing we can afford it!))
SUBJECT:
Re: Inclusion
Date: 96-02-16 22:21:42 edt FROM: JHaines160
I would highly recommend viewing the video "Inclusion: Bernardsville Beginnings." It is about a lst grader being included and discusses specific adaptations which will work at any grade level. To receive this tape call the National Down Syndrome Society at 1-800-221-4602 or E-Mail them at http://www.pcsltd.com/ndss/
SUBJECT: Re:Exhausted!!!
Date: 96-02-17 10:15:08 edt FROM: RHicks7255
Exhausted, I know how you feel. I am also fighting exhaustion. Not from the parents or the special children, but from the regular teachers I am with in an Inclusion situation. Last year I and a team of 7th grade teachers began an Inclusion Program. The teachers adopted the program and the special kids as theirs, not, "mine and theirs". It was utopia and I bought into Inclusion 100%. I saw test scores improve, I witnessed self-esteem improvement, and I also saw students be successful in the regular class.
This year I was moved to an eight grade team, where by the way, the teachers knew nothing about Inclusion. They still have the mentality of "let's make them or break them". I have been reduced to standing in a corner in the regular class during instructional time, I run and type needed papers, I put grades on the computer, I am a necessary evil in the class. I'm constantly told I am babying the students and we must prepare them for high school. Oh, you say, "Stand up to these teachers!" I've tried and I am not heard. We have a new principal and he is terrified of rocking the boat. He agrees with me, but is unable to do anything for fear of the entire eighth grade faculty. I keep reminding him modifications are a legal right of these children and they must be made. Well, the straw that broke the camel's back has now occurred. A child with a tumor, who was absent from school 22 out of 45 days, was given a failing grade in Reading. (8 of those 22 days were snow days.) The class had only 7 grades, mostly from a required Article Response notebook that was massive for the EC students. By the way 9 out of 12 EC students failed. Oh, and the child that failed made an A the first quarter. My hands were tied and I fought for modifications. The teacher refused to give the child an incomplete. I've lost. No! the student(s) lost. I was an advocate. I called the parent after a nasty conference, in which I chose not to express my thoughts out of professionalism, and told him the truth. Now, my name is "traitor" to the team. I am not sorry for supporting this child. However, my job has taken on a burden that I am now unable to fight anymore and I have requested a transfer to another school. Why are regular teachers so afraid of modifications? Why can't they accept Inclusion? Why are they terrified of giving the children a bridge to self-confidence? Why? Why? Why?
SUBJECT: Re:Exhausted!!!
Date: 96-02-17 16:30:04 edt FROM: SusanS29
"My hands were tied and I fought for modifications. The teacher refused to give the child an incomplete. I've lost. No! the student(s) lost."
Some teachers have to be dragged, kicking and screaming, to enlightenment (grin). You can't do it.
A parent will have to lead the way, an assertive parent who nows what his or her child is capable of and who understands that the law is being violated here.
A parent who is willing to write letters and rattle cages without becoming aggressive or rude.
Do you know such a parent? If so can you put enough of a bug in this parent's
ear that he or she will act on his or her own and not say "Mr. or Mrs. Jones
told me you're violating the law..."?
SUBJECT: Easy Social Skills Training
Date: 96-02-17 17:51:57 edt FROM: Dr LindaH
In a Fl. middle school (starting inclusion) we use RIGHT CHOICES a video driven social skills training program schoolwide for classroom mgt and for the discipline plan with raffle tickets and alternative behavior referrals.
Weekly lessons on the ITV all year long on: problem solving, apologizing,
negotiating, responding to teasing, using self control, keeping out of fights
etc. keep everyone using the "stop and think, you need to make a good choice"
language - even the bus drivers and custodians give out skill tickets. - it
helps tremendously! (Dr LindaH e-mail or 813-985-9344 6405 S Queensway Dr
Tampa, Fl 33617 if you have any questions.) No planning required posters,
video lessons, lesson plans, scripted role plays, quizzes, real life scripts, coordinators manual, skil tickets in kit.
SUBJECT: Re:Exhausted!!!
Date: 96-02-17 18:05:17 edt FROM: COOKIEM2U
Could you possibly be teaching in Fairfax County? Sounds just like them.
SUBJECT: Re:Exhausted!!!
Date: 96-02-18 19:26:07 edt FROM: Rayna
One other suggestion is to arrange a meeting with the 7th grade team to discuss with the 8th grade team what was successful and what wasn't in working with your students. The principal might be willing to facilliate that meeting . Sometimes regular ed teachers find it easier to listen to other regular ed teachers. You might even consider having a high school representative at the meeting as well.
SUBJECT: Re:Exhausted!!!
Date: 96-02-20 17:33:19 edt FROM: Ratatat
<< I keep reminding him modifications are a legal right of these children and
they must be made. Well, the straw that broke the camel's back has now
occurred. >>
As an parent who is informed about my student's rights under the law, I am upset that these children's legal and civil rights are being so blatantly and knowling violated. I attend many support sessions where I see parents, close to tears, talking about their students' problems at school, about the fall out they handle at home, about how the school always stalls them, gives them the run around, etc.... When they are told that the school has a LEGAL OBLIGATION to provide accommodations their jaws drop to their laps!
Somebody has got to teach parents of students who receive special services
and accommodations what their rights are. Maybe a workshop for these parents
- all the middle school parents - to "prepare" them for high school?
Also, the middle school and high school teachers need to spend a few minutes checking out what is happening in America's colleges and graduate schools. While the secondary school teachers are bent on preparing the kids for the next step (high school or college) by forcing the kids to "learn responsibility" and by getting tough on them, America's colleges are bending over backwards to provide appropriate accommodations for students with disabilities that effect their learnings.
Arrrrghhhh!
SUBJECT: Re:Exhausted!!!
Date: 96-02-20 17:35:34 edt FROM: Ratatat
<<
Some teachers have to be dragged, kicking and screaming, to enlightenment (grin). You can't do it.
A parent will have to lead the way, an assertive parent who nows what his or
her child is capable of and who understands that the law is being violated
here.>>
Susan....question for you. Couldn't a teacher file a complaint with the Office of Civil Rights? This would not be a complaint specific to the child, but rather one more general about the school's policies and practices being out of compliance? Could this be done annonymously?
SUBJECT: Re:Exhausted!!!
Date: 96-02-20 17:36:27 edt FROM: Ratatat
<<One other suggestion is to arrange a meeting with the 7th grade team to
discuss with the 8th grade team what was successful and what wasn't in
working with your students. The principal might be willing to facilliate
that meeting . Sometimes regular ed teachers find it easier to listen to
other regular ed teachers. You might even consider having a high school
representative at the meeting as well.>>
What a great idea! Brava!!
SUBJECT: Re:Exhausted!!!
Date: 96-02-21 01:21:00 edt FROM: SusanS29
"Susan....question for you. Couldn't a teacher file a complaint with the Office of Civil Rights?"
It would be political suicide. I have never seen a teacher do such a thing, and I've been in education since 1967 in one way or another. the effective way is to get a parent to do it.
SUBJECT: Re:Exhausted!!!
Date: 96-02-21 19:59:49 edt FROM: MPooreSLP
I agree with Susan; there have been times when I have coached parents to call sp ed directors, superintendents, etc. Sometimes just the mention of a lawyer can get things moving.
Once a district begins to realize that parents are going to insist on their
kids' rights, it gets easier. But it takes persistence on your part and on
the parents' part.
SUBJECT: Alternative Assessment
Date: 96-02-23 17:35:53 edt FROM: CHRISTYSCI
I teach an 8th grade science. I teach 155 students, about 30 are inclusion. I have done many alternative assessments, but I need more ideas. Please send any interesting or new ideas to CHRISTYSCI@aol.com or mckinzie@umd5.umd.edu.
Thanks. Also, my students would love pen pals.
SUBJECT: Intrusion
Date: 96-02-27 23:29:29 edt FROM: CherylN102
Any teacher that says a child with severe behavior problems and/or very low intelligence does not impact their classroom is a liar, oblivious to the affects noise and distractions have on other students with sensory problems or they never had a teaching program to begin with. As a parent of an ADD child and a special ed. aide I have had it with those who would push their child's social agenda above the educational needs of dozens of other students. In the end these distracting students will get a disability check and the other students that were not quite so disabled will have to get a job. Can society afford to do this to people? What is an appropriate education anyway?
SUBJECT: Re:Exhausted!!!
Date: 96-02-28 19:20:59 edt FROM: KarenL2888
>>>>>>>>>A parent will have to lead the way, an assertive parent who nows what his or her child is capable of and who understands that the law is being violated here.
A parent who is willing to write letters and rattle cages without becoming aggressive or rude.<<<<<<<<<<<< Well, occasionally I get aggressive, I try not to be rude on a regular basis.
...
I was delighted to be asked to be parent rep for my district in a 4 district state mandated Transition Planning Committee. As someone said at the meeting "Well, at least they must respect you...or they wouldnt have asked you" : ) Karen, who always thought they referred to her as Witch ...or similar rhyming words : )
SUBJECT: Re:Intrusion
Date: 96-03-01 01:53:12 edt FROM: SusanS29
Clearly you've been working within a system where inclusion is not done well.
It doesn't have to be the way you're describing.
SUBJECT: Re:Exhausted!!!
Date: 96-03-01 01:54:46 edt FROM: SusanS29
"Karen, who always thought they referred to her as Witch ...or similar rhyming words : )"
Have you seen that bumper sticker: "My other car is a broom..." :)
Sometimes what *feels* aggressive to an essentially nice person is really only appropriately assertive. I suspect that's how you really came across... just the kind of person they need to help them make changes.
SUBJECT: Inclusion laws?
Date: 96-03-01 18:25:39 edt FROM: BEE1BEAR
I am a student teacher in California who has observed something very disturbing. Because full-inclusion has so wonderfully been accepted in this district, it seems that everyone wants their chance to try it out. However, in my case, I have not seen any sort of modifications for the four fully included students in my class. Instead, it appears that these students are just taking up space and not really making any sort of contribution to the class. Sure the regular ed. kids are getting a marvelous experience interacting with them, but what about the special needs kids? What are they learning? It's obvious that they are unable to do the regular ed. assignments. There must be a law or provision which is being violated, right? How can I make sure this won't happen in my classroom? Any opinions? I'd love to hear them.
SUBJECT: Re:Inclusion laws?
Date: 96-03-01 20:02:02 edt FROM: SusanS29
"I have not seen any sort of modifications for the four fully included students in my class. "
It depends on the student. "Inclusion" ususally means that there is no expectation that the child can do the class work. In that case they should be provided with work related to the class work that they *can* do.
"Inclusion" does *not* mean "dumping kids with special needs back into a regular classroom with no support to see if they drown or not."
Parents will be in the best position to fight "dumping" in the name of inclusion.
SUBJECT: Re:Inclusion laws?
Date: 96-03-02 18:23:00 edt FROM: KMiller238
Students with disabilities do have some rights to appropriate instruction and that is laid out in the IEP. The IEP does not go away when a child is included, it just has a new place in which to be carried out. The SE teacher continues to be responsible for overseeing that instruction - even though it may be carried out by someone else.
SUBJECT: Full Inclusion?
Date: 96-03-02 18:48:17 edt FROM: Kanga1326
How can schools say they are meeting the limit of the IDEA, 504 when they clearly say there must be a decision made on each IEP by the MDT as to Appropriate placement for each individual student? There also must be a full continuum of services. Our Federal Laws don't even mention the word inclusion. I'm afraid that districts have been totally fooling themselves and playing a horrible "joke" on the special education students that are not appropriate for inclusion. It really sounds like the districts have tried to save a little bit of money (or quite a bit of money) or are they trying to be the lead on a bandwagon headed for failure. The problem is that we are playing with childrens' lives. Special Education People, wake up, we are going back to the days before the laws were drafted that finally gave our handicapped kids a chance. We need to wake up our law makers in D.C., they are acting like thier bank books are their focus. By the way, I don't count myself among the 'bleeding heart liberals', but I do count myself as a good educator and a fellow citizen of the U.S. that has a Constitution that says we are to have a free education available to all of us. For that to happen we must all pay the price. Some of that price can't be counted in $.
SUBJECT:
Re: Full Inclusion?
Date: 96-03-03 21:16:23 edt FROM: MPooreSLP
I wish we would do away with the term "full inclusion". It seems to me that we should use the term "responsible inclusion". So many kids' needs are neglected when we just jump on this educational bandwagon without looking very specifically at the needs of each student individually.
I have seen students develop emotional disorders because their inclusion is too much for them. We need a full spectrum of services so that kids can be mainstreamed as much as is appropriate but can also have a secure, safe environment to retreat to when the inclusionary experience becomes too overwhelming.
SUBJECT: Re:Full Inclusion?
Date: 96-03-03 22:54:25 edt FROM: Ratatat
<<Our Federal Laws don't even mention the word inclusion. <<
The term they use is "least restrictive environment" which can be
interpreted oh, so many ways. One always hopes that the interpreter really
has the child's very best interests at heart.
SUBJECT: good vs bad re:inclusion
Date: 96-03-04 17:05:56 edt FROM: Betta128
Our school district is thinking of starting an inclusion program in its
elementary schools. I would appreciate any thoughts on the benefits for both
the special ed. child and the other children and also any ill effects for
either type of child. (Is it distruptive, is the special ed child actually
getting the attention he or she needs without taking away from the other
children, etc.?) I don't know enough about the subject yet, but before the
district finalizes its plans (before the end of this school year) I would
like as much info as possible. Please E-Mail me at Betta128@aol.com
Thanks!!
SUBJECT: Re:good vs bad re:inclusion
Date: 96-03-05 18:23:51 edt FROM: Jmarryan
I am a graduate student doing a paper on inclusion. If you can tell me where to find research on the pros and cons of inclusion please email me at jmarryan. My paper also deals with the inclusion of the autistic child.
thanks
SUBJECT: Re:Full Inclusion?
Date: 96-03-06 00:20:12 edt FROM: KMiller238
...we need a full spectrum of services...so that kids can be mainstreamed as
much as appro. ,,,
The problem with that is that if we wait for it to be "appropriate" then we turn the power back to those who would rather see kids with disabilities hidden away with "their own kind." As someone who has participated in 25 years of mainstreaming let me assure you that a child who does not fully belong never belongs. There is bad instruction in special education classrooms and there is bad instruction in general education classrooms. Let's stop waiting for kids to be "ready" and work on developing quality instruction for all kids together. All of society benefits.
SUBJECT: Re:Full Inclusion?
Date: 96-03-06 02:22:01 edt FROM: LB Boring
"Full Inclusion" is not the answer for way too many kids. A good special ed classroom does more than drill and practice but uses the techniques that are current and interesting, that build self esteem and general knowledge while increasing basic academic and social skills with smaller class sizes and higher student to adult ratios. It is often within this context that children can learn the strategies that will allow them to succeed in the regular classroom setting when they are ready. Too often inclusion just means independent practice for the kids most in need of direct instruction.
SUBJECT: Inclusion and "appropriate"?
Date: 96-03-06 22:18:06 edt FROM: Kanga1326
Special Education students have lost most of their "power" when mainstreamed into General Education. When my Special Education Students are "ready" for the mainstream, they are given that opportunity to take part in a General Education classroom.. When they are not ready, as a professional, I am fully aware of that, too. In the meantime, when will we as professionals get our act together and not let our administrators get on the "inclusion bandwagon" and stop denying students their right to a free and appropriate education? The student that is not ready should have thier multidisciplinary team standing in back of them and supporting them all the way for an appropriate classroom placement. Just because someone thinks they will go a few more steps up the ladder because they have "total inclusion" in their building, and are on the 'fast track' to where ever, doesn't mean that all special education students should have to fit in the same hole that all the others fit if he/she is having major difficulties and needs special instruction. I have seen too many times when a student comes into a school, is placed in a mainstream class and totally fails only to have put in all his/her effort and still failed the test because they can't read or have written communication difficulty.
The other issue is training.. When will we supply our general education teachers with training to work with the special education students, and attempt to consider some of the burning issues such as IEPs', grading, specialized instruction, (not just adapting the work) . I have read many articles on this subject, but none of them seem to get back to the people on the 'firing line'.
I hope you can tell I am not against 'inclusion', but I am very leary of
those schools saying they have 'total' inclusion. There is not doubt that
some child's rights are being denied in that situation.
SUBJECT: full vs
responsible
Date: 96-03-06 23:38:59 edt FROM: MPooreSLP
"if we wait til the kids are ready..."
Its not a question of waiting for the kids to be ready, nor is it a question of the reg ed teachers being ready for the kids. It's a question of what is the best way to educate this child in this particular classroom, with this particular group of peers, in this particular school district.
Teachers and districts vary widely in their resources and their level of awareness. No child should ever have to suffer by being placed in a classroom where the teacher has no idea how to gear instruction to the child's ability level, and there is not adequate support service provided. The child may be ignored or may constantly have to face the fact that they are incapable of performing as their class peers do.
If a 14 year old is non-verbal, non-symbolic, and can't tie his shoes, toilet or feed himself, does he really belong in a 7th grade science class? Should he not be in a situation where he can learn to perform basic activities of daily living? (I am referring to an actual child on my caseload) It is not a question of readiness. It's a question of meeting the individual educational needs of each student where that student is in this moment in time.
SUBJECT:
Re: Full Inclusion?
Date: 96-03-07 13:05:12 edt FROM: Ratatat
<<Let's stop waiting for kids to be "ready" and work on developing quality
instruction for all kids together. All of society benefits.>>
Here, here. Rather than fit this child to the available instruction - should we fit the instruction to the available child?
SUBJECT: Re:Full Inclusion?
Date: 96-03-07 13:07:37 edt FROM: Ratatat
<< Too often inclusion just means independent practice for the kids most in
need of direct instruction.>>
The "least restrictive environment" is one that best meets the child's needs
- and sometimes that is in the resource room learning strategies to work out learning difficulties.
A general education classroom can be *very restrictive* if a child is not having his/her needs met.
I my mind the term "full inclusion" is a gross mis-interpretation of the term "least restrictive environment."
SUBJECT: Re:Full Inclusion?
Date: 96-03-07 18:14:37 edt FROM: KarenL2888
Mpoore writes:
If a 14 year old is non-verbal, non-symbolic, and can't tie his shoes, toilet
or feed himself, does he really belong in a 7th grade science class? Should
he not be in a situation where he can learn to perform basic activities of
daily living? (I am referring to an actual child on my caseload) It is not a
question of readiness. It's a question of meeting the individual educational
needs of each student where that student is in this moment in
time.<<<<<<<<<<<<<<<<<<<<<<<<<<<
Shouldnt the child be allowed to do both? I dont think its a matter of choosing one over the other.
SUBJECT: Re:Full Inclusion?
Date: 96-03-07 18:43:10 edt FROM: MissBart
Our 100-some special education school merged 3 years ago with a regular middle school. This is the first year our moderately retarded kids (55) have been mainstreamed to 6th and 7th grade electives. It has taken a tremendous amount of training and encouragement to "excite" most of the regular teachers. If we waited for our kids to be "ready" we'd wait forever. I think a few small steps at a time. The Feds audited our school last year and demanded to know why we had excluded severely retarded children from electives as they have an equal right to regular programming. This year we are documenting each and every modification with student progress so we have "proof" that the ones who can't walk/talk/toilet/etc. need some more normalization skills (and we have a teacher and assistant to help teach these)before being mainstreamed (confused)into regular classes. Our lower functioning children are often a disruptive force in classes and I believe the "normal" children have the right to an adequate education. We've been looking into some creative solutions to this problem of including the severely disabled but if anyone has any ideas, please email me at the above address.
SUBJECT: Re:Full Inclusion?
Date: 96-03-07 18:47:12 edt FROM: STEPAHEAD4
Being a private school we have always had our share of sp ed children in the classroom. Recontruction of their work is a way of life with us. When a new teacher is brought into the setting we all help with this process because it is very time consuming. These children survive fine in the classroom even excel. The problem I have is from a very early age the general population know these children are different. They accept and even help them in the class room but do not interact with these children during free time. Many times these children are left to occupy themselves. It's heartbreaking. More thought needs to go into the emotional needs of these children.
Thanks for letting me blow off steam.
STEPAHEAD@AOL
SUBJECT: Re:Team Teaching Model
Date: 96-03-07 21:05:48 edt FROM: LFARF
I need the same info. for a class I am taking. I need information on the effects of inclusion on students as well as the teachers. Could you send any info. you received to me too. Thanks. LFARF
SUBJECT: HELP!
Date: 96-03-07 21:11:07 edt FROM: LFARF
I need any info. on the effects inclusion has on general ed. teachers. How do
you feel about inclusion?
SUBJECT: Re: Full Inclusion
Date: 96-03-07 23:03:26 edt FROM: KMiller238
Sounds fine except that the outcomes for students who have come through our special education system are pretty dismal. High percentages - greater than 50% of graduates are unemployed, underemployed, or sitting home doing nothing. And that's just persons with learning disabilities. The percentages keep going up based on the severity of your label. Not a good reason to keep on doing what we've been doing. But hey it sounds good.
SUBJECT: Re:HELP!
Date: 96-03-08 20:19:18 edt FROM: MissBart
I am a sp. ed teacher but our reg. teachers are very verbal about their dislikes for inclusion. They feel they are being dumped more kids and especially needy kids. No one feels prepared and many of them don't like it. However, I can think of 3 who really like it and are enthusiastic - 2 PE teachers and a Computers teacher.
SUBJECT: Responsible!!!
Date: 96-03-08 21:59:58 edt FROM: MPooreSLP
Karen: you are right! when I say responsible, I do mean both. I work in two different schools and have students who are included anywhere from very minimal contact with mainstream students to over 90% inclusion.
What I am saying is that with the concept of full inclusion kids are not getting both. They are sitting in classrooms with nothing to do because no one has the time or expertise to develop an appropriate, modified program for them.
I believe in inclusion. I believe all students benefit from inclusion.
But the fact that so many reg ed teachers hate inclusion, refer to it as intrusion, is that the inclusion they have experienced is full inclusion, where not enough preparation, training, and support has been provided for the teacher and for the students. I work with teachers who, half way through the school year, are asking if they get to have a student next year because they see what a great experience the current year's teacher and class are having. Yet in another building, teachers say things like "I'm going to retire before that kid gets to my level.".
Inclusion has got to be responsibly implemented or it won't work.
SUBJECT:
Re: Responsible!!!
Date: 96-03-08 23:46:13 edt FROM: KarenL2888
>>>>>>>>>>>>> I believe in inclusion. I believe all students benefit from inclusion. But the fact that so many reg ed teachers hate inclusion, refer to it as intrusion, is that the inclusion they have experienced is full inclusion, where not enough preparation, training, and support has been provided for the teacher and for the students. I work with teachers who, half way through the school year, are asking if they get to have a student next year because they see what a great experience the current year's teacher and class are having. Yet in another building, teachers say things like "I'm going to retire before that kid gets to my level.".
Inclusion has got to be responsibly implemented or it won't
work.>>>>>>>>>>>>>>>>
Amen! That is called "dumping" not "inclusion" . Take the parents to task
for not seeing that their child is educated by teachers who are recieving the
support they need to do the job. Its a cooperative effort, and a school full
of children. No law is going to replace the kids and teachers. We have had
only two teachers who threatened to retire rather than teach my child. I
suggested they not hesitate to do so. Karen
SUBJECT: Re:Inclusion.....can
someone
Date: 96-03-09 11:34:07 edt FROM: Opal777
Hi! If you want more info, try contacting Terri Ward c/o Palm Terrace Elementary School, Dunn Ave., Daytona Bch.,FL 32115. We are an inclusionary school and had a lot of resistance in the past. Terri is leading the way in our state. We have been an inclusion school for 4 years now. There are success stories but also failures. Not all teachers should work in an inclusion setting. We should have the right to choose what works best for us as teachers and be able to place students in the best environment for them. Inclusion is not best for all students. We are learning that. Some students perform better in self-contained classes. We offer both options at our school.
Remember that for every pro article that you read....you'll find a con article to fight it. Decide what is best for BOTH the teachers AND students because they're both in this together-and NEVER forget the parent's and community's role!
Good luck! Think before you leap! Read longitudinal studies.
Opal777
SUBJECT: Inclusion Definition
Date: 96-03-09 22:18:24 edt FROM: Kanga1326
In the messages that I have read on this board so far, I remain confused.
Let's get creative and come up with what we mean by inclusion. 1. Is it when the student goes into the general education classroom with minimal contact from the special education staff. (I think the Feds would call that making reasonable accomodations...) or 2. Is it when the student goes into the general education classroom with 12-14 of his/her special education classmates,25-30 "regular education students" and the special education teacher, and maybe a paraprofessional and they do what the Feds are calling 'Specially Designed Instruction'? (Maybe the Special Education teacher does teaming and teaching with the General Education teacher.) or 3. Should 'our' Special Education' students in the "inclusion" model be counted as 504 students? or 4. Are the secondary elective subjects good enough to count as inclusion. (Usually there is no Special Education service at this level because 'we don't count this in the Special Education formula. (What ever that is.)
5. Or what model do we count as inclusion?
How should our inclusion students be funded? As I understand it, if there is no Specially Designed Instruction going on, there is no funding and we as Special Education teachers are supposed to continue writing IEP's and act like "dedicated teachers" and continue to serve them AND the students we have in our resource rooms?
In any case, I would like to see the special education professional at the grass roots make some determinations that mean something in relation to inclusion before the feds step in and do it for us. (Or am I too late?)
SUBJECT: Inclusion
Date: 96-03-11 22:01:18 edt FROM: TBerg111
We are currently involved in expanding our inclusive school movement. We have 7 students from our attendance area included in reg. classrooms with resource assistance and paraprofessionals if needed. We are pondering the idea of bringing all of our home attendace students back. We currently have students with Emh, TmH, autism, tourette's, and pdd in the regular classroom.
Please send us some information on other inclusive school. Ours is a
tremendous success so far.
SUBJECT: Inclusion
Date: 96-03-12 08:21:30 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Inclusion
Date: 96-03-11 13:39:34 EST
FROM: Quin D
I am writing an issue paper for my college education class on the advantages and disadvantages that inclusion might have for the disabled student. I am focusing mainly on students with learning disablities. I would like to hear from parents, teachers, administrators, and anyone who has had some sort of personal experience with inclusion and can give me some personal insight.
Your help would be greatly appreciated!
SUBJECT: Re: Inclusion
Date: 96-03-12 08:22:42 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Inclusion
Date: 96-03-11 17:54:50 EST
FROM: AP80
Quin, I am a middle school resource teacher and have been involved in our school's efforts to take students (both reg. and LD) out of homogeneously grouped classrooms (formerly called basic skills classes) and put them in reg. classes. After 6 years, we have found that slow learners increase both decoding and comprehension skills ( as measured by Woodcock Reading Mastery Test-R); the LD kids don't make much gains in decoding, but grow by leaps and bounds in comprehension. We have had kids who gained 2 and 3 years in comprehension in a single year, when formerly, they only picked up a few months. Our statistical sample is small so conclusions are difficult to make, but we think that it has much to do with exposure to a higher level of language of instruction. They no longer do endless pages of skill activities with a great deal of instructional time being spent on management problems. Not a single teacher polled ( and that includes some VERY traditional teachers) would go back to instructing this population in tracks as before.
Hope this helps.
SUBJECT: Re: Inclusion
Date: 96-03-12 08:23:52 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Inclusion
Date: 96-03-11 20:06:20 EST
FROM: TAI Devo
I have been teaching in an included environment for eight years. It has taken about half that time to perfect our program. Right now I am working with a language arts teacher in an eighth grade classroom. We have been together for three years. I have benefited from her knowledge of the subject matter, and she has gained information on modifications of the regular ed curriculum.
She never reports that "my" kids are doing this or that. I give assistance to all of the students in our classes.
I am a trainer in the Univ. of Kansas Strategies Intervention Method. We use a sentence writing strategy and a paragraph writing strategy to teach our classes.
One other thing that has helped us is that we use a block of time schedule.. This schedule is one that is similar to a college schedule. We have ninety minute classes four days a week and on Friday we see all of our classes. It works like this: We have planning for the first two periods of our day. Then we all teach reading ( I forgot to mention we are team of five teachers, math, science, language arts, social studies, and special ed.) Everyone has a reading class and I am in an included class. After reading, on Monday and Wednesday we teach our forth and seventh period classes. On Tuesday and Thursday we teach our fifth and sixth period classes. This block schedule has cut down on behavior problems and failures. We feel it is because the students do not feel the stress of attending the same classes everyday. If they do not like a class they do not have to have it five days a week. If they are absent for one or two days they have more time and less assignments to make up.
In conclusion, I feel it helps included classes to have a long term relationship between both teachers, mutual planning periods, and in our case the block schedule.
Goodbye,
Alane K. Devaney
Special Education Department Chair
E. T. Booth Middle School
Woodstock, GA 30188
SUBJECT: Re: Inclusion
Date: 96-03-12 08:26:24 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Inclusion
Date: 96-03-11 21:17:05 EST
FROM: PSULHU
Quin, I would be gald to give you any information that I can offer. Would
you like to know about anything specific?
SUBJECT: Re:Inclusion models
Date: 96-03-14 11:06:59 edt FROM: Tnccaga
Just moved to Georgia from a great school district in California. The regular ed teachers and I developed an Inclusion program at the Junior High level. We used the team teaching approach and found that it was very successful. This year was tough because we had 3 SH kids, 7 LH and 15 SLD students to work with, but using creative scheduling, paraprofessionals and common planning time puts you on the right track. We can talk.
Tnccaga@aol.com
SUBJECT: Re:"Most appropriate"
Date: 96-03-16 00:32:05 edt FROM: MOUSE12386
Check 94-142 again, it refers only to an appropriate placement, not a MOST
appropriate placement....another "out" for school districts
SUBJECT: Re:"Most
appropriate"
Date: 96-03-16 08:49:36 edt FROM: Ratatat
<<Check 94-142 again, it refers only to an appropriate placement, not a MOST
appropriate placement....another "out" for school districts>>
That is an "out" *I* wouldn't let them have. If you look up appropriate in the dictionary, by definition it is enough without the "most". A free and appropriate public education that MEETS the NEEDS of the child with disaiblities in the LEAST restrictive environment really speaks for itself.
SUBJECT: total inclusion
Date: 96-03-16 23:36:23 edt FROM: COWSBD1
total inclusion is a joke. reasons:
we need to look at each kid as an individual
with inclusion needs to come money and teachers
not every kid will benefit in inclusion
ld and ed kids can find a home in inclusion classes if done right.
SUBJECT:
Re: total inclusion
Date: 96-03-19 05:51:01 edt FROM: DNiggl
The only time total inclusion is a joke is when the services to the child are delivered on a noncommital basis. If everyone involved on a team share the same vision and believe that the child being included is a valuable individual with the same rights and deserving of respect and a fair and equal chance at education,,,,then inclusion opens many doors and eyes as well. It really is not that hard,,,,,when everyone is working together. Another KEY to inclusion, all kids are deserving. Things have been done one way for so long, that the barrier for delivering humane and appropriate services to all has been strengthened. People get settled in a job and get very settled into doing things ONE way. It is so much easier for NON-Action individuals to maintain a status quo rather than to support innovation and change.
Remember,,,,when inclusion is criticized, it is most likely the way it is
being done where the criticism should fall. When one says inclusion won't
work or can't work, the challenge needs to be addressed.."Show me a good
inclusion program where it is NOT working". Change and growth are hard and
take alot of work,,,especially when working from the bottom up. So it
goes..................
SUBJECT: an idea
Date: 96-03-19 12:58:23 edt FROM: BritSkye
well, i have no clue what folder my post belongs in-so i'll just put it in a few. hope it fits here.
Hi! My name is Britta, and I'm 17. I don't post a whole lot, but I read this forum often. l really want to be a special ed teacher after college, and am especially interested in working with emotionally disturbed kids. l volunteer in a BD/LD class twice a week at the local elementary school, and read anything and everything l can get my hands on. College text books, case studies, personal accounts, etc. lt's all just so fascinating to me, and l can't wait till l'm old enough to actually work in a classroom! (l apply for teacher's aide positions, but even if l'm qualified, they can't hire me until l have my GED-and l'm working on it!!!! l'm homeschooled now, so l have time to pursue my own interests. l'm hoping to pass the GED this spring.) Anyways, there was something l wanted to bring up- democracy in schools. l very strongly disagree with the way traditional schools are run; that's why my family homeschools instead. l feel that schools don't give kids enough freedom and options, are too controlling, stifle creativity, take away motivation, and on and on. l could never be a regular teacher. The only reason l think being a spec. ed teacher is different is because kids in that setting *are* treated like individuals (IEPs, for instance). Unlike in a regular classroom, if one way of teaching something isn't working, it is changed to fit the individual child's needs. In a regular classroom the *kid* is expected to change, not the system, and l think that's not the right way of doing things.
There is a democratic school in Framingham, MA that l don't know if any of you are familiar with, but it's called the Sudbury Valley School (SVS). lt is run very differently from public school-their basic philosophy is that a child's education should be completely up to the child. There is no curriculum, no tests, grades, evaluations, and no one handing out orders. A student spends his or her entire day doing and learning what they want, and no judgements are made. There are no teachers-only "staff members"-and they are on equal footing with the students. The school is run by "school meeting", where all the decisions on how to run the school are made, and *everyone* gets a vote, and everyone's vote carries equal weight, whether they are 5 or 55. This school really works-kids are curious, excited to learn and explore, and above all, HAPPY. This is a school where kids *want* to go.
That's how l wish it could be all the time. School should be a place kids *want* to go to.
So my question is, how do you feel about the idea of special needs children in a democratic school setting?
In talking with staff members at SVS, it seems that a lot of so-called "disabilities" are non-existant there. There is no such thing as an ADD or dyslexic child at SVS. Kids who were once labeled ADD have the freedom to learn things in a way that *works for them*, not conforming to teacher-set standards. As for dyslexia...a child learns to read only when they are ready and want to, be it at age 4 or 10. Because of this, there are no "problems" like dyslexia, which typically occur when a child is forced to read when they aren't ready.
Cont. in next post...
SUBJECT: part 2
Date: 96-03-19 12:59:35 edt FROM: BritSkye
Some staff members opinions are extreme-there is a belief that all disabilities that are not *physically diagnosed* should be ignored. This seems a bit "out there" to me, but it's still something l think about. One staff member told me about a little girl who had been labeled "disturbed" in public school, and when she came to SVS, no one was there to structure her days, so she spent two years straight staring at the wall. Every single day, she'd come to school, go over to the corner, and sit facing the wall-not moving or talking for the whole day. After two years of this, something inside of her changed, and by year three, you couldn't tell she was ever "disturbed". She was talking, socializing, and appeared no different from any other kid there. l find this fascinating-l've never heard of anything like that before.
As much as l believe in giving kids freedom and choices, try as l might, l can't picture an autistic, schizophrenic, or pyschopathic child doing fine all on their own. The staff really believes that all emotional problems should be disregarded, and the child should be treated like any other. (Then again, i *know* autism is not an emotional problem, but the man l talked to thinks it is-so he seems to be a BIT MISINFORMED. :-\ )
l was wondering if anyone else had opinions on this.
Sorry my post was so long, but thanx for reading. :)
Britta
SUBJECT: need help with inclusion
Date: 96-03-19 13:25:34 edt FROM: RACGAY
I am a college student working on a Human Learning and Development Degree (PK-3 cert.). I am in a class called Early Childhood Development. I have been asked by the prof. to give a presentation on Inclusion since our textbook does not cover the topic. The presentation is due March 28. I have been reading some of the messages on this topic and would like to hear from some of you who have had experience with inclusion. My prof. wants to hear "How a teacher can make it work" so I need some of that; my classmates want to hear what to expect and then what we, who don't get the training, can do . Any information will be greatly appreciated.
Thanks,
Gayle
SUBJECT: research project
Date: 96-03-19 19:48:28 edt FROM: ODSLRS
I am working with a graduate program group on a research project. Our study will investigate the impact of an inclusion program vs. a self-contained program on the reading achievement of a learning disabled student in the elementary school. We are also interested in tests that have been successfully used with learning disabled students, particularly in showing gains in reading. Ideally, these tests can be administered in groups and are short.
We need the information as soon as possible. Thanks for any help you can
give!
SUBJECT: Re:total inclusion
Date: 96-03-20 00:11:20 edt FROM: KMiller238
.....change and growth are hard and take a lot of work...
You are so right! It is so fascinating to me to read about all the energy people are putting into maintaining the status quo - probably more than it would take to make the change. Of course no one is supportive of bad examples of inclusion, anymore than anyone is supportive of bad examples of any kind of education, and there are plenty of examples it. Especially where we have isolated and segregated kids from schools. The funny thing is that as the movement grows, there are more and more positive examples of inclusion. And interestingly - for every student people think "can't" be successfully included, somewhere outthere there is a teacher doing just that with a student with similar disabilities. And interestingly some school districts quietly go about including kids very successfully, while others spend their time and energy "proving" it can't be done.
All means all. We can't call it inclusion if we don't mean everyone.
If you are really interested in more information, there is a wonderful summer
institute in Texas every summer called The Southwest Institute for Inclusive
Schools and Communities. If you are interested in a brochure, e-mail me at
kmiller238.
SUBJECT: Re: Inclusion
Date: 96-03-20 00:21:32 edt FROM: Oynk oynk
<<Quin, I am a middle school resource teacher and have been involved in our school's efforts to take students (both reg. and LD) out of homogeneously grouped classrooms (formerly called basic skills classes) and put them in reg. classes. After 6 years, we have found that slow learners increase both decoding and comprehension skills ( as measured by Woodcock Reading Mastery Test-R); the LD kids don't make much gains in decoding, but grow by leaps and bounds in comprehension. We have had kids who gained 2 and 3 years in comprehension in a single year, when formerly, they only picked up a few months. Our statistical sample is small so conclusions are difficult to make, but we think that it has much to do with exposure to a higher level of language of instruction. They no longer do endless pages of skill activities with a great deal of instructional time being spent on management problems.
Not a single teacher polled ( and that includes some VERY traditional
teachers) would go back to instructing this population in tracks as before.>>
You pushed some of my buttons with this. This is not a commentary on inclusion, it is a commentary on GOOD teaching!!!!
Why were these kids doing endless pages of skills activities anyway? My LD kids make all those great gains in comprehension in the LD room, and they make great gains in decoding too.
I am not trying to put down your inclusion model, or your ideas, but I get soooo frustrated when I hear of studies that claim to be about inclusion vs pull-out and end up being about good teaching practices vs poor teaching practices.
Inclusion can be good for lots of kids, but good teaching is good for all
kids
SUBJECT: Re:Full Inclusion?
Date: 96-03-20 22:20:01 edt FROM: PattiMcHam
MPooreSLP wrote:
"We need a full spectrum of services..."
Well, I know it's been awhile since that was posted, but I haven't visited
this folder lately. I just had to react to MPooreSLP's comments because I
wholeheartedly agree. Let me say that I come from a public school that has
been awarded many national and state awards for its innovative special
education programs, most notably its pioneering role in the "inclusion"
model. I would love to say that it was done solely by the administration
because of a deep-seated commitment to the philosophy. The reality is that
many saw it as a way to bring out-placed kids back in and save some
money-without adding more staff. And what a bonus-lots of kudos for being
"innovative" at the same time! Yes, for many, many children it has been an
overdue godsend. We knocked ourselves out to make it work. There have been
many, many success stories. But for a few, I do believe that the trade-off is
not always a fair one. Children sometimes need special services *in addition
* to their inclusion program that simply cannot be provided in a classroom, particularly without drawing undue attention to the child and/or distracting the others. PT, OT (sensory integration in particular) and speech therapy for openers. I too, have seen a few children who had previously flourished in special ed. programs (or mainstreamed with special ed. resource for major subjects) fall psychologically apart from the stress of being in an environment that academically and emotionally overwelmed them. Yes, even with very supportive teachers, paraprofessionals, and good intentions. While these children may be the exception, they do exist and we need to remember that education is not a one-size fits all proposition. Nor is it legal to approach it in that manner. That is what an I.E.P. is supposed to be about, isn't it?
SUBJECT: Re:need help with inclusion
Date: 96-03-27 19:13:28 edt FROM: HJDJ794
I teach LD but I have been to many conferences on inclusions. The key here
is not what the "teacher"can do. Inclusion only works when it is embraced by
a whole district, when the district gives training. Also, inclusion takes
time. Just putting kids into a regular class is not inclusion.. you are just
including them in the classroom.
SUBJECT: Re:need help with inclusion
Date: 96-03-27 20:48:59 edt FROM: Jmarryan
I am a graduate student doing research on inclusion and the autistic child.
I need to find some of the pros and cons to it. Please e- mail me at
jmarryan.
thanks
SUBJECT: Re:need help with inclusion
Date: 96-03-30 00:54:19 edt FROM: KayB3
We are just beginning to develop the inclusion model in our school. Not too many schools in our district are doing it. As I have begun to involve students and teachers, I am finding the resistance is strong. How do you get past that? How do you get sped. and reg. teachers to team teach?
The regular education teachers that do accept special ed. into their classes
seem to like having us there just to guide or help the students. We do not
want to be classroom aides.
SUBJECT: Re:need help with inclusion
Date: 96-03-30 04:41:06 edt FROM: DNiggl
Successful inclusion in a district that is not openly supporting inclusion or does not understand it is difficult. Unfortunately, it seems that this is the norm. Once success stories abound, the ice gets broken. BE CAREFUL though. Inclusion is for everyone. ALL means ALL. An earlier post spoke alot about good teaching. This has alot to do with it. The more supportive, tolerant, accepting, encouraging and inclusive the classroom is for all kids, the easier it is for inclusion to take foot. A sound, practicing school philosophy that believes that all children are special and that all children have something to give is a great foundation for inclusion to succeed.
Support from the principal is extremely important. Modeling is important.
Barriers are usually very strong at first. Some people never let go of them.
A good professional, Richard Villa, is quite capable of addressing
educational barriers and motivating people. He speaks from experience. He is
child oriented, meaning the kids are truly important to him. He is an
excellant speaker.
SUBJECT: Re:Inclusion Chat
Date: 96-04-02 00:06:24 edt FROM: KarenL2888
There is a weekly Inclusion Chat at keyword BETTERHEALTH in the public chatroom Thursdays at 10PM EST. This week's guest is a computer technology specialist experienced in computers in the classroom for the disAbled. Join us! Karen L2888
SUBJECT: Re:Exhausted!!!
Date: 96-04-09 01:24:47 edt FROM: EDUCANNIE
I am the inclusion specialist for my school district. I don't understand why many schools are trying to implement inclusion without a team effort. It seems that no one is validating the problems and fears that the teachers AND parents are having. I truly feel that until everyone can look at an inclusion placement from the perspective of all members of the IEP team, (most especially teacher and parents), there can not be understanding which will further encourage support.
Full Inclusion can not work without providing the child and teacher with
all necessary supports. If your student is exhibiting behaviors that are
taking time away from your other students, then your district should be
considering more support, or perhaps part of the day for the child to be
involved in an activity which is still part of his/her school program, but
modified for his/her needs. This can be away from class if needed. You also
need to insist that a special education teacher (Where is your inclusion
specialist?) come in and train the aide and consult with you until things are
running more smoothly and you are comfortable with the situation. I hope
your district works WITH you. Its not easy. Good luck!
SUBJECT: Re:Inclusion
Date: 96-04-09 01:26:38 edt FROM: EDUCANNIE
Purchase video, "Inclusion: Heaven or Hell" by Melinda Maloney and sold through LRP Publications. GREAT, INFORMATIVE, and straight forward.
SUBJECT:
Re: Exhausted!!!
Date: 96-04-09 01:27:33 edt FROM: EDUCANNIE
The video "Inclusion: Heaven or Hell" is put out by LRP not LRE
SUBJECT:
Inclusion Specialists...
Date: 96-04-09 01:56:28 edt FROM: MPooreSLP
In my district you, too, would be exhausted! Are you the only specialist for your district? How large a district? Do you live somewhere with a giant tax base and all your levies always pass?
The biggest problem in making inclusion work is having the $$$$ to hire enough support staff and getting release time for teachers so that there is time for the planning that makes it work. My special ed director would love to support all our inclusionary needs, but the money just isn't there.
SUBJECT:
Re: need help with inclusion
Date: 96-04-09 18:48:51 edt FROM: Canfield3
There first thing to do is to cultivate a "relationship" with the teachers.
I actually would give morning muffins to some of my harder to reach teachers.
Let them know that you do not intend to judge them or take over their class. It all comes in small steps. I never criticize what another teacher is doing, now do I get emotional. I always act in a proffesional manner and if there is something I do not feel is fair of them to ask me (can you get this copied please), I zip out of the classroom to come back later. "I'm sorry, I need to meet with the dept. chair to help decide the placement of a student" or "I really need to evaluate a test given to me by another teacher to see if modifications are needed" or "I have 15 other students in 5 other classes that really need my attention before the period is up; my time is so limited" or my favorite "You know, it is important for me to give some extra time to John, I have spoken to his parents and they are very concerned about his not understanding the material lately. The last is just restating what your job is and who is involved (The In. teacher, the student, the parents (unhappy at that) and the other teacher's material). Once the other teachers see you as the help you really are they start to welcome the sight of you. Contact with parents is very helpful, that gets them on your side. And I never, never, never tell a teacher they are wrong. I usually say "I understand" and restate what they just said, I may them feel that I am on their side (which I usually am after they accept me and we work for the same goals). DO NOT talk about other teacher's bad teaching methods or discipline unless you are SURE about the company you are with- even then try to make it into a "any suggestions" conversation. When I do have time, it does not hurt to make a copy or two for that teacher that is in a serious bind. Simply as a favor, what you might expect in the same situation. "Look, I can see you can use a hand; I have to go downstairs to check on a student anyway, let me run those off for you. No problem! you would do the same for me" Not only are you a teacher, but you are also an ambassader from the land of Special Education. Remember some adults can act as children in certain situations, try to treat them as you would an ED student you are trying to reach. You will still have a bad apple here and there, but just do what you can and bring parents in to fight the battles for you. If Enough parents complain about a harsh teacher and something will usually get done. Usually those teachers are tattled on by kids to their parents, you do not have to say a word. Maybe a "we have different philosophies of teaching" will do or "I learned vary different methods of teaching compared to teacher X" Good luck, I am going on my second year of a brand new inclusion program in High School and it is far from perfect, but I don't get ugly looks or erasers thrown at me either. (I once got a book slammed on a desk from a teacher at my entrance, and since all the kids like me, you can bet they went home and told parents. He has not done it since). Hope this helps.
Veronica Canfield
P.S. Don't tell the other kids you are sp.ed., just say you help kids that need it-including them.
They call us the walking teachers, floating teachers or " the stalkers" when we are tracking a locating misbehaving student.
SUBJECT: Re:Inclusion...survey
Date: 96-04-09 20:22:01 edt FROM: Tehanii
I am writing a research paper on inclusion and I need parents of special ed students to fill out a questionnaire. It would be a big help!
1. Do you think your child would succeed in a regular education classroom
without special assistance? yes no
2. Do you think your child would be successful in a regular education
classroom with support from a special education teacher or classroom aide?
yes no
3. Would you prefer that your child be in a special education classroom or a
regular education classroom with added support? special regular
4. Would you like your child to be mainstreamed for (more) academic subjects
(if they are currently in a self-contained program)? yes no
Thanks so much for your help!
I'll let you know the results
SUBJECT: Challenge of Inclusion -Survey
Date: 96-04-10 21:45:53 edt FROM: FPSchubert
Facing the Challenge:
Inclusion
All across Illinois and the United States schools are facing the challenge of including special education students in regular education classrooms. While the arguments debating the pros and cons of inclusion and its various models continue, teachers are having difficulty meeting the needs of individual students. Many teachers do not have the opportunity to confer with one another about such major problems. The use of the Internet can be a great source of information about differences in disabled students. Teachers can better understand, through on line help, how disabled students socialized, behave, and learn in a regular classroom setting. As part of a special project, I would like to develop a special handbook to assist teachers with instructional methods designed to better serve disabled students within a regular classroom setting. I hope you will be willing to share information about your school, your students, and the instructional methods used in your classroom by completing the following survey. Thank you for participating in this project.
Survey
School District Information
Location of School (City, State or Country):
Type of School:
Choose from Elementary (K-5), Elementary (K-8),,Jr. High / Middle School (6-8), or High School(9-12)
Total School Population :
Classroom Information
Grade(s): Number of students:
Are there any disabled students in the classroom (Yes or No)?:
If yes, how many? :
Identify the types of disabilities included in the classroom. (Check as many as applies):
_____ Learning Disabled
_____ Behavior/Emotional Disorder
_____ Physically Handicapped
_____ Developmentally Handicapped
Describe how severe the disabilities of the children you serve are? (please refer to the student's severity level as indicated on his/her Individual Educational Plan)
Describe the model of inclusion used in your classroom:
Describe the support system provided by your
......building administration:
....district administration:
Rate the model of inclusion currently being used ( Poor being 1 to Excellent being 5):
List areas of strengths or successful methods of instruction used:
List areas of weaknesses:
If you are interested in the results of this survey please include your name, mailing address and/or e-mail address. I hope to have the compiled results of this survey by the end of the school year. Thank you for your assistance.
Project Coordinator:
Elise Gould
fpschubert@aol.com
Schubert Elementary School
2727 N. Long Ave.
Chicago, IL 60639
SUBJECT: Re:Inclusion...survey
Date: 96-04-10 21:55:26 edt FROM: FPSchubert
I am writing a research paper on inclusion and I need parents of special ed students to fill out a questionnaire. It would be a big help!
1. Do you think your child would succeed in a regular education classroom
without special assistance? no
2. Do you think your child would be successful in a regular education
classroom with support from a special education teacher or classroom aide?
yes
3. Would you prefer that your child be in a special education classroom or a
regular education classroom with added support? regular
4. Would you like your child to be mainstreamed for (more) academic subjects
(if they are currently in a self-contained program)? this does not
apply to my children; they are included in all regular classes
I am also doing a research paper on inlcusion and have posted a survey
entitled "Challenge of Inclusion" It would be helpful if you would reply to
my survey.. Good Luck
SUBJECT: Questions about Inclusion
Date: 96-04-11 21:39:30 edt FROM: Miller4Jag
We are increasing our hours with Co-teaching at our school next year. This year we had one teacher doing it with two classes. I need some feedback as to how to approach other teachers about this. I have been trained and I have literature on it. However, I feel unless it is seen , they will not believe. Why are people so closed minded about this?
Also, does anyone have any suggestions on how to go about scheduling the
SLD kids in the co-teach classes?
SUBJECT: iclusion survey
Date: 96-04-15 17:39:51 edt FROM: StefWild
I am a Special Education major from a teacher's college in Connecticut. If you would be interested in filling out a simple survey, please leave me your aol address.
thank you.
StefWild@aol.com
SUBJECT: Re:Ohio Inclusion Model 4
Date: 96-04-22 20:13:37 edt FROM: Coach JAS
I have been working in an inclusion model for the past 2 years. I have seen
so many positive gains out of my students. My biggest frustration is the
regular education teacher I work with. Nothing I do is good enough or done
the way she would want it done. The one thing I am sure of is that ONLY a
special education teacher can handle the demands of inclusion. Anyone with
any suggestions or comments, please email Coach JAS
SUBJECT: Coach JAS
Date: 96-04-22 20:35:54 edt FROM: RhoLaren
Just another thought. How can a model be an inclusion model if handled only be special education teachers? You have interesting ideas. Please continue to post.
SUBJECT: Re:Exhausted!!!
Date: 96-04-24 18:36:27 edt FROM: ValeriePG
My support goes out to you. I am in the opposite position. I am the special education teacher in an integrated pre-school program. Due to budget constraints, they have not hired a new group teacher, so I am left with 2 aides, 7 special ed. (SL and ADD) and 11 other students. I feel that I am not helping my spec. ed. kids at all because I am too busy being the group teacher. I am aching to fall back into the class, help adapt the environment to suit them, provide the structure and repetition that not only would benefit them, but some of the other students. But, like you, I am battling administrators, the other professionals in the class, and the parents (not to mention an enviornment that is a nightmare for my distractible children.
My advice, is hang in there. Know your limitations, and start talking about your concerns about the appropriateness of the personnel assigned to this child, and request that a spec. ed. specialist be included into the environment as well.
Lots of luck, keep me posted!
SUBJECT: Re:iclusion survey
Date: 96-04-28 10:56:44 edt FROM: MX3B
MX3B@aol.com
I'd be happy to help with your survey.
SUBJECT: experiences with inclusion
Date: 96-04-28 11:11:07 edt FROM: MX3B
my son is now 12 and facing jr. high next year. He has been in some inclusion since he was 6. This year he has been in more regular ed classes. He has cp, cvi, epilepsy. The science teacher was having a very difficult time at first, but last week at our ARD meeting she said Kris has done/learned things she never ever thought he could do. The children just need a chance to succeed. I am very involved in the school district.
Inclusion will work with the necessary support to the regular education
teacher. I understand both sides of the issue, I have fought the school
district for years to see that my son and others are given the same chances
as all children. I have seen how the regular education children and teachers
benefit as well. We have made major changes at the elementary level, now
it's on to the the Jr. High. I'd love to hear from others, maybe I can help
someone else, or you can help me. MX3B@aol.com
SUBJECT: Re:experiences with
inclusio
Date: 96-04-28 12:38:32 edt FROM: RhoLaren
Dear MX3B,
As a regular education classroom teacher, I just loved your letter. You are one of the first to recognize the need for help " to the regular teacher." Much of the resistence to inclusion will cease if more people like yourself take that attitude. Please ask the reg. teacher what he/she needs in the way of support, training, and MOST of all, PAID FOR MATERIALS IF YOUR CHILD NEEDS THINGS THE REG. ED. TEACHER IS NOT PROVIDED WITH. Don't put us in the position of the Hebrews in Egypt - make the bricks without mortar and straw. Bless you, bless you, bless you.
PS- What is CVI?
SUBJECT: All Children Belong Teleconf
Date: 96-04-30 12:26:20 edt FROM: ALauritzen
All Children Belong National Teleconference Invitation
FROM: Carl T. Cameron, Teleconference Producer
Emily McWhorter, Teleconference Assistant
We would like to invite you to participate in our upcoming All Children Belong video teleconference planned for May 21, 1996. There will be no cost to downlink sites of this fun and exciting event.
What is "All Children Belong"?
All Children Belong is a project of the National Parent Network on Disabilities (NPND) and the New Jersey Statewide Parent Advocacy Network (SPAN). It was conceived as a vehicle to bring the concept of supported inclusive education to the forefront of the educational reform movement. The goal of this project is to provide training and resources to parents of children with disabilities that is focused on community based empowerment.
What is the All Children Belong Teleconference?
This teleconference, one of a series of activities of All Children Belong, is being produced by Inclusion Incorporated, under the direction of the National Parent Network on Disabilities and SPAN of New Jersey. The video teleconference will originate in Washington, DC on May 21, 1996, and will be broadcast by satellite throughout the US to sites located at universities, public schools, hotels or other public or private teleconference sites. Each site, usually called a downlink site, will be assisted by the producers of the All Children Belong Teleconference in arranging a downlink location and the technical coordination required to conduct a teleconference.
The downlink site should be able to view the teleconference and ask questions of the teleconference presenters using a one way video/ two way audio connection. Each site will receive the teleconference from a satellite transmission and will be connected by telephone hookup to the originating site in order to provide two way communications with all participants.
What if I don't know anything about teleconferences?
This is not a problem. We will provide complete technical support to those interested in participating. It is not nearly as difficult as you might think. The main responsibilities of the site coordinator are *Act as the contact person between the teleconference producers and the sponsoring organization.
*Assist in selecting a site and coordination with technical staff in studio or conference center. (Remember, we will help you with any technical aspects you may not understand.)
*Assist in selecting the participants at the downlink site and assist in providing local and regional promotion of the event.
*Distribute materials to conference participants. Fifteen complete sets of training materials will be provided to you by All Children Belong. *Either act as a local moderator or assist in selecting a moderator for the teleconference.
If you would like to participate, or just want more information, please contact Emily McWhorter by phone at (703)684-6763, by fax at (703)836-1232, or by e-mail at npnd@cs.com .
Thank you, and we hope you can join us for this exciting event!
SUBJECT: Re: adequate support
Date: 96-04-30 22:06:02 edt FROM: Kaseyy
Hi,
Yes, indeed! Inclusion-to work - MUST have adequate support for the
regular education teachers. I've seen children placed in classes without the
support, and it resulted in a "dump and hope" mode of education. We need
parents to be sure that "adequate supports" are listed on the IEP, and then
ask the teachers from time to time if they have what they need. kaseyy
SUBJECT:
inclusion overload
Date: 96-05-02 18:28:16 edt FROM: Mddier
I took over a special ed job in February. The school was supossedly doing inclusion, but what I ended up doing was walking around a classroom when the reg ed teacher was teaching. I did not think this was helping the students AT ALL!! I am the only special ed teacher and I have only one aide. My school will be going to all multiage classrooms next year. I will have 2 classes each of k/1,1/2,2/3,3/4,4/5. I have about 31 students that I am supossed to serve, and my district is really pushing inclusion. PLEASE HELP if you have any ideas, resource guides, or ANYTHING that could help me set up inclusion for next year.
Thanks!
SUBJECT: In need of ideas
Date: 96-05-02 23:16:24 edt FROM: RBrewer720
I am an 8th grade Science teacher working on school wide (special ed to GT ) inclusion. Can anyone give me info on what has worked or hasn't worked.
- I would appreciate any help Thanks
SUBJECT: Re:Fetal Alcohol Syndrome
Date: 96-05-03 16:59:42 edt FROM: Mddier
A great book on Fetal Alcohol Syndrome and Fetal Alcohol Effects is titled
Reaching Out To Children with FAS/FAE by Diane Davis. It has alot of info
you will be able to use.
SUBJECT: L.D. & Law School Admission
Date: 96-05-04 21:40:12 edt FROM: AVrondissi
SUBJECT: L.D. & Law School Admission
Date: 96-05-04 20:32:57 EDT FROM: AVrondissi
Does anyone have any information about L.D. and applying to law school? After being diagnosed with L.D. in June, 1995, I was able to take the LSAT with accomodation. I have taken it twice since being diagnosed; the first time I scored 145 and the second ocassion I scored 146. Before I forget, let me add that I have a 3.33 GPA and I plan to graduate with a 3.50 GPA by this summer. Anyway, although my LSAT scores are far from great (40%), I thought that given a solid GPA, which I achieved before being diagnosed with L.D., and coupled with the fact that I'm a mature student with relevant work experience, I would try to apply to a few schools. Consequently, I applied to 9 law schools which range in degree of competitiveness. Unfortunatly, I have been rejected by 6 so far, and I'm not anticipating that the remaing law schools are going to be the bearers of good news, either. What's more dissapointing is that a number of schools that I had applied to had "Special Admission Program's" (SAP's); furthermore, most of the institutions that featured SAP's advertised that they try to aggresivley recruit people that are underrepresented in the legal profession.
I decided to call one institution that rejected me and ascertain what factors led to their decision not to admit me. Futhermore, the person who I spoke to was the Director of Admission's at this institution and when I asked why I didn't qualify for admissions under the SAP the response was: "We expect that with the extended time you received on LSAT, you should have scored higher. The accomodation is supposed to bring L.D. students up to par with everyone else. Therefore, our SAP program does not apply to people who are L.D.." Needless to say, I don't think that I want to attend the school anyway. Therefore, I'm left with the impression that the LSAT scor can determine whether one gains admittance to law school or not. I am resigned to the fact that I will probably have to take this beastly exam again and improve my score, if I want to improve my chance of gaining admittance to an ABA approved law school.
Disappointed, does anyone have any other suggestions? Doesn't hard work and a decent GPA count for anything anymore?
Please E-mail, as I would love to read your suggestions, if anyone has any.
Tony
SUBJECT: Re:inclusion overload
Date: 96-05-06 05:08:40 edt FROM: Socadream
The law here states that 28 is the max for a spec ed teacher. Check your spec ed code book (you should be able to get one for free).
Seems to me that what you should be doing is colaborating with the reg ed teachers for the spec ed students in their classrooms (it actually allows you to help ALL the students). Find a mentor spec ed teacher, that has set up collaborative programs, to help you learn the tools so you will know what colaboration is and is not (it is not just walking around the room, doing nothing). This was my daughters first year using this method in many of her classes (excelled too!) and this was her best year ever! (she has been a 4.0 GPA student for 2 yrs now) Our spec ed teacher worked with the reg ed teachers and they learned to collaborate so ALL the kids could be included.
Good Luck!
SUBJECT: NYC School Board Elections
Date: 96-05-06 18:53:15 edt FROM: GSomoza
Candidate Mary Somoza (mother of Alba & Anastasia Somoza) is running for
election to community school board 2 in Manhattan. Her twins won inclusion
(Alba was the first significantly disabled youngster to be included in New
York City) in 1994. Wish her luck.
SUBJECT: Elementary Ed Inclusion
Date: 96-05-15 10:15:50 edt FROM: Ratatat
Moved from another folder
SUBJECT: Inclusion in Elementary Ed.
Date: 96-05-13 20:26:42 EDT FROM: CWalker21
Hi! I work in Ocala, Florida. I would like to know any helpful hints and/or
time savers for
implementing an Inclusion Program in an elementary school. If you have any
advice or helpful
hints, please let me know.
SUBJECT: Re:Elementary Ed Inclusion
Date: 96-05-15 10:18:10 edt FROM: Ratatat
Moved from another folder:
SUBJECT: Re:Inclusion in Elementary E
Date: 96-05-15 01:39:05 EDT FROM: JohnScheid
Contact Norwalk Community Schools in Norwalk, Iowa-they have had full
inclusion for five years - it is considered a positive successful program
-they trained all teachers first,have small class sizes,have a resouce teacher for each grade level........
SUBJECT: Inclusion Teleconferences
Date: 96-05-16 15:30:02 edt FROM: ALauritzen
Monday there will be sights around the country that will be holding this teleconference. Check to see if it is too late for a link near you.
All Children Belong National Teleconference Invitation
FROM: Carl T. Cameron, Teleconference Producer
Emily McWhorter, Teleconference Assistant
We would like to invite you to participate in our upcoming All Children Belong video teleconference planned for May 21, 1996. There will be no cost to downlink sites of this fun and exciting event.
What is "All Children Belong"?
All Children Belong is a project of the National Parent Network on Disabilities (NPND) and the New Jersey Statewide Parent Advocacy Network (SPAN). It was conceived as a vehicle to bring the concept of supported inclusive education to the forefront of the educational reform movement. The goal of this project is to provide training and resources to parents of children with disabilities that is focused on community based empowerment.
What is the All Children Belong Teleconference?
This teleconference, one of a series of activities of All Children Belong, is being produced by Inclusion Incorporated, under the direction of the National Parent Network on Disabilities and SPAN of New Jersey. The video teleconference will originate in Washington, DC on May 21, 1996, and will be broadcast by satellite throughout the US to sites located at universities, public schools, hotels or other public or private teleconference sites. Each site, usually called a downlink site, will be assisted by the producers of the All Children Belong Teleconference in arranging a downlink location and the technical coordination required to conduct a teleconference.
The downlink site should be able to view the teleconference and ask questions of the teleconference presenters using a one way video/ two way audio connection. Each site will receive the teleconference from a satellite transmission and will be connected by telephone hookup to the originating site in order to provide two way communications with all participants.
What if I don't know anything about teleconferences?
This is not a problem. We will provide complete technical support to those interested in participating. It is not nearly as difficult as you might think. The main responsibilities of the site coordinator are *Act as the contact person between the teleconference producers and the sponsoring organization.
*Assist in selecting a site and coordination with technical staff in studio or conference center. (Remember, we will help you with any technical aspects you may not understand.)
*Assist in selecting the participants at the downlink site and assist in providing local and regional promotion of the event.
*Distribute materials to conference participants. Fifteen complete sets of training materials will be provided to you by All Children Belong. *Either act as a local moderator or assist in selecting a moderator for the teleconference.
If you would like to participate, or just want more information, please contact Emily McWhorter by phone at (703)684-6763, by fax at (703)836-1232, or by e-mail at npnd@cs.com .
Thank you, and we hope you can join us for this exciting event!
SUBJECT: ??Pay for sp ed material
Date: 96-05-17 16:56:15 edt FROM: MCdulke
On April 28, 1996 RhoLaren writes, "...most of all,paid (sic)for materials
if your child needs things the reg.ed.teacher is not provided with." I
would like to know why the parents should have to pay for things needed to
teach the child with special needs? Why isn't the teacher provided by the
district with the things she/he needs to teach ALL of the children in the
class?
SUBJECT: Re: ??Pay for sp ed material
Date: 96-05-18 00:09:14 edt FROM: RhoLaren
I must not have been clear in my post. It is the REGULAR education teacher who buys the things, not the parent. Depending on where you live, the classroom teachers ( and special education teachers) must supplement, out of their own pockets, for things that make the class interesting. Such things may be bulletin board materials, material supplementary to the often outdated text, trinkets if the school is on an assertive discipline type of reward system, any pretty pens and markers, pretty colored paper, sometimes xerox paper, reproduceable worksheets, etc.
My point was that after the classroom teacher has purchased all these materials for the regular education students, she/he would still be lacking in materials needed for a student far from the class achievement level.
One posting on one of these bbs from a special ed. teacher explained that her budget did not include purchasing materials for her children who were included in the regular class.
You are correct. School systems SHOULD provide funding for materials. Many
times, they don't.
SUBJECT: Information on Inclusion
Date: 96-05-20 23:30:34 edt FROM: BETTY752
I am a college student doing a term paper on inclusion. I am looking for any information regarding full inclusion especially about problems and solutions specific to full inclusion. Any help will be greatly appreciated.
Thank you
Betty Claxton
SUBJECT: Need help with Inclusion
Date: 96-05-21 19:17:34 edt FROM: T2C
Please help. I have been given the task of implementing an inclusion program on my high school campus. Everything I have read seems to concentrate on elementary or junior high levels. Is there any information available on high school inclusion programs? If you know of any or are currently working in a high school that practices inclusion, please e-mail me. I would appreciate both pro and con comments. Thanks, Tanyia Conner T2C
SUBJECT: Researching Inclusion-Elem.
Date: 96-05-22 23:37:07 edt FROM: L888again
I have just joined the School Planning Council for my childrens' elementary
school. One of our strategic planning goals is to research the
implementation of inclusion. I would appreciate any leads on where we could
get information on this topic. I have printed out several pages of past
messages posted to this section to get a start. Thanks in advance for any
help. :)
SUBJECT: Re:Researching Inclusion-Ele
Date: 96-05-24 10:14:22 edt FROM: ALauritzen
Contact the National Parent Network on Disabilities and request the All
Children Belong project materials. There was just a national teleconference
2 days ago. There are video tapes of that presentation and past
presentations. NPND 703-684-6763.
SUBJECT: Inclusion Success
Date: 96-05-25 12:34:07 edt FROM: Snflwr66
If Inclusion is to work in the Jr/Sr High level, then there must be a dedication by all teachers to teach students and not subjects. I teach in a 7-12 rural school in Kansas and when we decided to concentrate on student success as part of our school improvement plan then half the battle was won! BUT not all teachers have given up there "my subject is more important than yours" mentality. Problems exist but by making education of all students our priority it was easier to complete inclusion. I have had the pleasure of team teaching both jr. and sr. high classes and we have seen vast improvements on standardized tests on concpets mastered! It is hard work but well worth it!
If you have any questions about what we have done in this little town of 900 (because so many times the rural areas get lost in the shuffle), please email me at the above screen name! :)
Inclusion and success go hand in hand!
SUBJECT: Self-contained classroom?
Date: 96-05-25 22:21:29 edt FROM: JJForbes
I'm new to all this. What is a self-contained classroom? My daughter's 2nd grade teacher suggested I ask for the one 3rd grade self-contained classroom for my daughter next year. When I asked if this was a special education classroom, she said no. She said my daughter would be in a classroom with only one teacher, rather than switching teachers for various subjects.
SUBJECT:
Re: Self-contained classroom?
Date: 96-05-25 22:59:18 edt FROM: Ratatat
<< My daughter's 2nd grade teacher suggested I ask for the one 3rd grade
self-contained classroom for my daughter next year. When I asked if this was
a special education classroom, she said no. She said my daughter would be in
a classroom with only one teacher, rather than switching teachers for various
subjects.>>
Well, it could be just a difference in terminology - like in England they call trucks *lorries*. But, in my experience whenever I have heard the term self-contain classroom it has always been in reference to a classroom for a child who is receiving special education services exclusively - and no mainstream instruction. In other words, for a child who needs in depth special education services. This is okay - and often times the best for a child, if the instruction in the self-contained special ed classroom is going to be challenging at as close to grade level achievement as can be managed.
You might ask your daughter's second grade teacher why she is recommending this school's self-contained classroom for your daughter? What does she expect it will accommplish, how will it help your daughter, specifically what needs of your daughter's will it address, what are the goals of this classroom, and the purpose? I would ask lots of questions like this, just in case it is a difference of terminology and it is in fact a special education classroom (you should know).
Does your daughter have an IEP. Is she diagnosed with a disability? Has she been recommended for services under either IDEA or 504? Did she have an education plan this past year? If she did, they cannot "change the venue" without changing the education plan, and that requires a meeting of the "principles" and your consent (you, by the way, are one of the principle people in your daughter's education.
Keep posting. Let us know what you find out.
SUBJECT: empowering parents
Date: 96-05-27 13:01:30 edt FROM: ESchlumpf
you are mixed up... you have the whole inclusion mess in a nutshell! you are
asking for help for students and your topic is 'empowering parents.' Is
anyone out there listening! jeannfred
SUBJECT: House Hearing Thursday
Date: 96-05-27 13:04:45 edt FROM: ALauritzen
NPND ALERT!!!!
Good News!!! NASDSE has joined the rest of the Consensus Coalition in opposing the cessation of services to students with disabilities! However, HARD WORK AND IMMEDIATE ACTION IS REQUIRED PRIOR TO THE MARK UP THAT IS SCHEDULED IN THE HOUSE ON THURSDAY!!!!!!
Background:
On Thursday the Economic and Educational Opportunities Committee (EEOC) of the House is scheduled to mark up a bill designed to reauthorize the Individuals with Disabilities Education Act. The Committee has the rare opportunity to embrace a draft bill submitted to the Committee last week by a Consensus Coalition of national organizations representing parents, special and general educators, administrators and other professionals concerned about the education of students with disabilities.
The "Consensus" bill returns many of the tools found in current law that are vital to parents and families such as short term instructional objectives, attorney fees, and the discretionary programs.
Action Steps:
1. Contact the members of the EEOC now and express your support for the
Consensus Coalition's draft bill and urge the EEOC to adopt it in total as a
substitute bill for HR 3268.
2. Urge EEOC members as well as any other member of the House to oppose the
cessation of educational services for students with disabilities.
To place a toll-free phone call to the Capital Switchboard call
1-800-962-3524. To send a telegram to Rep's Gingrich, Goodling and to your own Rep. call 1-800-651-1434 ($9.95 for all three- $3.31 each)
Republicans:
Goodling (PA) - Chair; Petri (WI); Roukema (NJ); Gunderson(WI); Fawell(IL);
Clay (MO) - Rank Member; Miller(CA); Kildee (MI); Williams (MT); Martinez (CA); Owens (NY); Sawyer (OH); Payne (NJ); Mink (HI); Andrews (NJ); Reed (RI); Roemer (IN); Engel (NY); Becerra (CA); Scott (VA); Green (TX); Woolsey (CA); Romero-Barcelo (PR), Fattah (PA).
If you want more information send me an e-mail.
SUBJECT: Re:Inclusion.....can someone .
Date: 96-05-27 13:07:07 edt FROM: ESchlumpf
Listen Su you will not get my support until the teacher is put back into the descision to assist special needs children. Now it is all parents and/or parent advocates. We are professionals... or at least we used to be back when my colleagues and I had respect. And by the way we still earn respect each day we teach but now we don't get it! Jeannfred
SUBJECT: Re:Moved Message:
Dayzer
Date: 96-05-27 13:08:20 edt FROM: ESchlumpf
One program is utilized with the teacher's input and one is thrust upon the
teacher. Jeannfred
SUBJECT: Re:Moved Message: Dayzer
Date: 96-05-27 20:22:34 edt FROM: RhoLaren
Amen. Put the classroom teacher in the process.
SUBJECT: Inclusion Conference
Date: 96-05-28 19:32:16 edt FROM: Mexi
Anyone interested in a great conference on Inclusion? For parents and teachers. Given at the University of Dayton (Ohio) every fall. Runs from Thurs. evening until Sat. afternoon. CEU's or graduate credit available.
Post a message if you want further info.
SUBJECT: Inclusion & Collaboration
Date: 96-05-29 23:24:30 edt FROM: DMLimon
Dear fellow Special People,
Our school has a spectrum of collaboration services available to use to meet the needs of our students. If you would like a copy of it, please e-mail me. I'd be glad to send it to you, along with a brief background of how we created and arrived at these models.
Also, I am completing my Master's Project on Bilingual Special Education (curriculum, parental involvement, linguistically appropriate goals and objectives, and Teacher-Assistance-Teams). I would be very interested to hear what other people are doing to accomodate and meet the needs of the culturally and linguistically diverse exceptional student (CLDE). Please e-mail me at DMLimon@aol.com. I'm a seventh year bilingual special education teacher in a junior high in Southern California.
Thanks for your time!
Diana :-)
SUBJECT: FORUM RULES :)
Date: 96-05-30 19:00:31 edt FROM: SusanS29
"Anyone interested in a great conference on Inclusion? For parents and teachers. Given at the University of Dayton (Ohio) every fall. Runs from Thurs. evening until Sat. afternoon. CEU's or graduate credit available. Post a message if you want further info."
Please use *E-MAIL* if you want further information.
Thanks.
SusanS29, Host
Special Education Forum
SUBJECT: Re:Researching Inclusion-Ele
Date: 96-06-01 00:54:06 edt FROM: Mutualaide
Here's a thought! Inclusion is not a word, it is a value. As a past member of our schools site council I think I can safely comment that you are headed in the right direction in trying to research inclusion. I have been off our council now for a bit over a year and recently a notice came home to parents (school wide) of the progress on many of their initiatives.....!!! I quote directly from the notice: "We now have an inclusion classroom in both kindergarten and grade one to meet the needs of students with their peers whenever possible." I admit it, I took offense. The true reason for these classrooms is to do with my child's ed plan and that of another in kindergarten. These classrooms in no way reflect the work of our site council. Never have, never will. Our school is touted as a developmental school....therefore, every class in the school is an inclusion classroom. We have no segregated classes, no self-contained classes. So I guess if a child is on an edplan and they are in a "regular" classroom....they are included. However, the two classrooms mentioned in this notice were specifically designed through our ed plans to meet the extra special needs of our children. I do not for one second believe that inclusion is a special education issue. I believe that inclusion is a regular education issue and that the philosophy of the school; teachers, administration and the school community is what ultimately reflects the success of inclusion in a school. I applaud your effort to do your research, and the best suggestion anyone can make to you is to go out and visit other schools which have inclusion models, inclusion at every grade level, in every classroom or in a few. You will be amazed at what you will see, hear and understand as a result. And I can tell you from experience that what you perceive to be inclusion is quite different than what you will find. I spent many hours visiting schools this year with a friend. I was impressed by some and disappointed in others. Another method for research is an inclusion specialist. They are out there and they are knowledgeable and worth every penny your school district spends.
SUBJECT:
Re: Elementary Ed Inclusion
Date: 96-06-01 00:59:01 edt FROM: Mutualaide
I don't think you'll find any shortcuts. Inclusion takes planning time,
education of all involved and lots of research. Visit other schools, look
for an inclusion specialist, and don't forget to include disability awareness
They have two great books: "inclusion, a teacher's guide" and a work book for inclusion aides to go along with it. Cost is about 60.00 for the two plus shipping. Great books! When my friend and I were researching inclusion in our local schools, we visited a school who contracted with this company about five years ago to implement inclusion with their specialist (this co provides pt, ot, speech services to public schools). What their specialist has done is great! She worked just about full time for the first year or so and has gradually decreased her actual time in the building but meets with teachers of all grade levels at least twice month to iron out problems etc. Wish out school district would utilize....Anyway...I ordered the books and they have been a constant source of information and help! Good luck!
SUBJECT:
Re: Academic Success???
Date: 96-06-01 12:51:30 edt FROM: ESchlumpf
dear oynk oynk ,
you are absolutely correct! jeannfred
SUBJECT: Re:Inclusion.....
Date: 96-06-01 12:55:12 edt FROM: ESchlumpf
kris bataille, do you think middle and high school teachers are going to allow this program? It is only the lowly elementary teachers that have to have a program inserted into our classroom. jeannfred
SUBJECT: Re:Inclusion.....
Date: 96-06-01 15:04:01 edt FROM: SusanS29
"kris bataille, do you think middle and high school teachers are going to allow this program?
It is only the lowly elementary teachers that have to have a program inserted
into our classroom. jeannfred"
Junior and senior highs all over the country are using inclusion. I'm sorry you're not comfortable with inclusion; I hope your district can find a way to make it work well (if it works well it shouldn't present any insurmountable problems for you)... although there are undoubtedly always kinks to work out at first.
I do *not* think inclusion is right for all students, but the evidence is
pretty compelling that
1) it's *very* right for many more than we used to think and that
2) done well it doesn't interfere with anyone else's education.
So I think inclusion, in one form or another, is here to stay.
SUBJECT:
Re: Inclusion.....
Date: 96-06-01 16:10:14 edt FROM: RhoLaren
Susan-
Maybe you can help. On some of the other bbs, people are writing on them
saying that their school system is going to institute inclusion in the high
schools. They are at a loss to know how to institute the program. They are
also saying that most of the information about inclusion pertains to the
elementary schools. Try "express yourself" on inclusion, or "middle-high
school".Both are in the teachers' lounge section. One of the tragedies is
that I see a bunch of names recurring on this board. I also see a bunch of
names recurring on the "teachers' lounge" boards. Unfortunately, their are
very few that post on both boards and the issues pertain to special and
classroom teachers.
SUBJECT: Re:Re-structuring and inclus
Date: 96-06-01 21:41:39 edt FROM: HeleneMP
I started the inclusion program at our high school this year. We are on
block scheduling: 4- 90 minute periods a day. We started with just one math
class and we are expanding next school year to 3 math classes. I recommend
you start slowly and make sure that your general ed teachers are in favor of
inclusion. It's difficult if they don't really want "our kids" in their
classrooms. There are also several models you can choose FROM: co-teaching,
support facilitator(that's the model I used), learning lab. Research
carefully before you begin. Good luck!
SUBJECT: Inclusionary Reading Text
Date: 96-06-02 09:18:20 edt FROM: Bicycle US
If a student is reading one year below grade level and is included in mainstream classes, what modifications should be made for this student? 8th grade text and the student is reading at a 6.5 grade level.
SUBJECT:
Re: Inclusion.....can someone
Date: 96-06-02 14:05:47 edt FROM: DNiggl
I think it is great when the teacher of a regular ed classroom gets involved with the inclusion of HER/HIS student. Isn't this what it is all about anyway? I believe if a general ed. teacher is not involved or feels excluded it is because of their own barriers, which they have themselves created and need to work through. "The most difficult people to include are those that don't want to be included", a quote from Norman Kunc.
If the "child's teacher" is truly an advocat for the student, then a shared vision is experienced, a common goal exists. Inclusion practices will still be challenging, however when the bigger picture is realized by all, these challenges are mole hills, not mountains. The included child needs support for success in the classroom and in the community. All the support in the world will not matter if it is the incorrect support. That is why collaboration of all involved with the childs services is important. You see, the teacher needs to take ownership of the inclusion, but also needs to be able to collaborate and advocate for the child. COLLABORATION of services with the right VISION.
I would suggest to you that you NEVER>EVER take on an inclusion student. You lack the intuition for adaptation, you lack the values of basic human rights for all, and it sounds like teaching is a conditional experience for you. Including a student with challenging needs requires a strong commitment. You have to be ready for growth, personally and professionally. You have to know where you stand. If it is not for a belief that educational practices need to change for all kids, than, again, the innovative, cutting edge practices of inclusion are not for you. Everyone involved will suffer, but mostly the child.
Don't mean to flame here....I am just tired of these martyre types in
education. The students are the consumers. The Parents are the advocats for
these consumers, and yes, sometimes we need to bring in high powered advocats
to have equity and justice for all. It is all about resistance to change and
giving up on the way things have always been done. Too, it is about
prejudice that exists in our cultures.
SUBJECT: Re:Inclusion.....can someone
Date: 96-06-02 16:28:14 edt FROM: RhoLaren
DiNiggl-
There are so many "Re:Inclusion....can someone" posts, could you be specific
as to which one you are referring to?
SUBJECT: Re:Inclusion.....can someone
Date: 96-06-03 02:27:27 edt FROM: DNiggl
Sorry, I too realized this after I had posted. The statements I was
responding to were most specifically to ESchlumpf from 5-26-96.....
SUBJECT: Re:
inclusion
Date: 96-06-03 02:30:00 edt FROM: DNiggl
Whoops, that date I was responding to was from 5-29 not 5-26
SUBJECT: Re:
inclusion
Date: 96-06-03 11:13:12 edt FROM: RhoLaren
Dear DNiggl
BTW, I love your name. It rolls trippingly off the tongue.
Please pay some attention to those of us who bemoan the fact that in many areas of the country, or in many school districts throughout a state, the classroom teacher has not been included as an equal partner in the process. There are bbs here, and on other message boards that tell how inclusion, or any other concept, works so well when the various people involved work as equals. There are also bbs telling how bad the process is when those involved do not work as equals, or the model is not a very good one. The bbs come from regular and special ed. teachers.
Please do not use so many "you" statements. We have found that instead of
criticizing the other, by asking, "well, what do you find objectionable, what
do you need?' we get farther.
SUBJECT: Re: inclusion
Date: 96-06-05 07:13:06 edt FROM: DNiggl
RhoLaren.... Sorry, didn't mean to offend anyone. Actually, what I was trying to say is that if one does not feel comfortable with inclusion and has any feelings of negativity or strong objections, than it really isn't worth anyones time and effort. However, this negativity should not be a strategy to discourage better education. Philosophically, I know inclusion doesn't work for many reasons.
I come from a parent perspective. One who has seen both sides ( been to hell and back). Thankfully, inclusion is a reality for my child now, but it did not come easy. It is hard to be a parent and want the best for your child.
It is hard to wait while others learn to include. Our inclusion has worked
well because we found a school that is truly GREAT for all kids. The
teachers are extremely child and parent oriented. The commitment to
self-esteem and child specific concerns is strong. There is unconditional
acceptance for all children, regardless. This is a great foundation to have
in place before adding inclusion. Too bad our education system has so far to
go. I know our school is the exception.
SUBJECT: Re: inclusion
Date: 96-06-05 10:25:11 edt FROM: RhoLaren
Thank you, DNiggl
You really said it all. The school you are in is dedicated to the children. ALL the personnel there are dedicated. You are also correct in that some public schools have to reach that level of awareness. My whole thrust on these boards is basically yours. DO NOT put a special needs child in a regular class without another adult there. The regular teacher CANNOT take the time needed for this child from his/her other children.
Some inclusion models use the special teachers as "resource people" who go around pontificating about what the regular teacher should do-no materials, no in-class help. They get defensive when the regular teacher balks. Then they wonder why those teachers with years, clout and the ability to say no, do not want any part of the process. DUH.
Other models have the special teacher in the class doing work. Those models seem to work.
If the regular teacher could have dealt with this special needs child along with twenty something others, then IDEA would not have been needed. We could not then, and we cannot now.
You and I are probably on the same wavelength. :)
SUBJECT: Re: inclusion
Date: 96-06-05 16:35:05 edt FROM: SusanS29
"orry, didn't mean to offend anyone..."
DNiggl you haven't offended anyone. Just say it the best way you can, and we'll do the best we can to understand your intentions.
E-mail me if you have any questions about posting rules.
SusanS29, Host
SUBJECT: Re:empowerment for parents
Date: 96-06-06 21:30:48 edt FROM: D713A126
Wow - I have been having a lot of problems with my daughter's school - I wish you were a professional on her team.
SUBJECT: Re:Exhausted!!!
Date: 96-06-06 22:03:39 edt FROM: D713A126
Repsone to 1/30/96
Maybe its time for you to move on. When you are as upset as you seem its
best to take a break or change professions. You are not helping yourself or
the students in your class.
SUBJECT: Re: inclusion
Date: 96-06-06 22:28:09 edt FROM: KayB3
Everyone has posted great comments/suggestions on inclusion. I am just beginning to initiate inclusion in our middle school. Does anyone have any suggestions as to how to better educate the regular education teachers, ( i.e. working together as a team to better serve the needs of our students)?.
SUBJECT: Re:Self-contained classroom?
Date: 96-06-06 22:31:57 edt FROM: D713A126
A self-contained classroom is usually taught by a special education teacher. The class size is much smaller. Diagnosis vary. Age vary. The class is usually for 1-3 grade and 4-5 grade, etc. They can be beneficial or not.
It would probably be helpful for you to go observe a self-contained class and
while you are there try to imagine your child in the room. Good Luck - the
decision is a tough one.
SUBJECT: Re: inclusion
Date: 96-06-07 04:49:18 edt FROM: DNiggl
Dear RhoLaren,
Do I know you? I get the feeling that you know of my situation. It is very possible. We were, and probably still are, a HOT TOPIC in our district. It is not easy to live in a fishbowl. However, it is much easier when the success of my child has turned the conversation to one of What happened here? Why is it working?
SUBJECT: Successful year!
Date: 96-06-07 21:37:05 edt FROM: HOCH101
This year was a successful one at my school. We are a full inlusion school, with a population of 11% ESE. We "do" inclusion by cluster groupings at each grade level, with a resource teacher in the classroom 90min. per day. Has anyone had success this year? I haven't heard too many positive stories.
SUBJECT:
Class Size,etc.
Date: 96-06-07 21:55:42 edt FROM: Nickel5
I am interested in how other elementary schools divide up their available teacher resources and identified children in inclusion programs. In my elementary school, we have 30+ identified students in grades K-6. 2 special ed teachers; I teach grades K-4 and the other teacher does 5 and 6 (our student lists are roughly equal). Our identified children range from DH, SLD, SBH, PDD and ADHD. We also have 2 aides for our program. We designate one inclusion class per grade level; 2 or 3 when the number of identified children is especially large. We scurry back and forth between classrooms all day, giving about 1 to 1 1/2 hours of our time every day. The classes have a smaller total class size, but we are definitely tracking the children in these classes.
Any information on how to better use our time and divide up our resources and
place these children will be greatly appreciated!
SUBJECT: educating educators
Date: 96-06-07 23:50:23 edt FROM: Mutualaide
KayB3.....as a parent, not an educator, I can offer my humble (honestly)
suggestion(s). It is imperative that your school district administrators
support inclusion AND education of regular ed teachers. That old expression
"you can't teach an old dog new tricks" doesn't always hold true, but some
are slower than others to learn. Exposure to inclusive classrooms and
schools with the philosophy of total inclusion is a wonderful tool. Our
school district hires subs for our regular ed teachers to go out and visit
classrooms, schools, and inclusion specialists. We also have system wide
workshop days that have numerous workshops teacher can choose to attend. An
inclusion workshop is always on the schedule now. (it took a while, but it's
there) Parents also request workshops by specialists in specific disability
areas for these days and these request are more often than not granted. (it's
our way of exposing the teachers to our childrens needs without intimidating
them) Our SPED PAC holds meetings once a month to which educators are
usually invited, regular or sped and our topics are varied. If you know some
parents who are willing to work with you....ask them to reach out to
administration for assistance in this area. Our group finds that working
together (and for each other) in these areas is most successful. I spent a
good portion of this school year visiting other districts and was amazed and
the vast range of "inclusion". There are some really terrific places out
there and there are some that need work! If you're in eastern MA or nearby,
e-mail me and I'll send you info on schools and contacts that would be great
places to visit!
SUBJECT: inclusion research
Date: 96-06-09 00:16:14 edt FROM: Kcorona
ATTENTION TEACHERS, PRINCIPALS,SOCIAL WORKERS, PARENTS, AND STUDENTS:
Please help me do some research by answering the following questions:
1. Describe inclusion.
2. Is there an inclusion model operating in your school?
3. Who is being included?
-type of handicap
-sex of students
-number of students
4. How is inclusion implemented?
-by whom
-is it working
-why or why not
Would you mind telling me your name, school (address), position within the school.
THANK YOU VERY MUCH.
SUBJECT: Re:inclusion research
Date: 96-06-09 10:29:34 edt FROM: Kcorona
I almost forgot please E-mail me on the internet: Kcorona@aol.com
SUBJECT:
Re: Class Size,etc.
Date: 96-06-09 12:30:03 edt FROM: HOCH101
Sounds like you have a rough day trying to get to four classrooms! At my school(a full inclusion school) we have 4 resouces teachers going into 12 classrooms, 3 teachers in 3 classrooms 90 min. per day in each and one teacher in 2 classes 120 min. per day in each.
For next year with our mainstream cost factor we are getting another VE resource teacher. And expect to have 14 cluster rooms K-5.
Mainstream cost factor can work in your advantage, if used properly. Sounds
like you are in need of one more resource teacher to lessen the load on
everyone.
SUBJECT: 60Minutes on IDEA tonite
Date: 96-06-09 13:52:03 edt FROM: ALauritzen
When it rains in Washington it pours, and its a
downpour right now. JFA has recently learned that
IDEA will be on the House floor on Monday. The bill
will go to the floor under suspenion of the rule,
meaning that there will be no amendments allowed
calling for a clean up and down vote. All things
point to the Senate voting on IDEA sometime next
week and then it will go to conference where the
differences between the House and Senate language
are worked on and then a final bill will emerge to
be voted on one last time.
There continues to be grave concerns with both the
House and Senate legislative changes to IDEA, especially
around cessation of services. Many activists are
caught in a quandry because IDEA discretionary programs
have to be reauthorized in order to receive appropriations.
Yes, the discretionary programs are important and need
to be reauthorized, but at what cost to the rights of
children with disabilities? How much do we give in order
to receive appropriations for these programs, because
Part B will be implemented even without reauthorization.
Part B is permanently authorized.(Part B included all
the rights, such as the right to a free appropriate
public education in the least restrictive environment.)
If Congress were to suggest amending, tinkering or
modifying the ADA our community would go ballistic and
rightfully so.
Well this Congress is modifying and tinkering with IDEA.
Now, some activists believe it would be unwise and potentially
dangerous for IDEA to wait on a disability friendly Congress
for fear that this will never occur, but word is the disability
community is and can turn the tide in Congress with our vote.
Hopefully, if we do our work we will have a disability
friendly Congress, and one in which IDEA could be
reauthorized without weakening amendments. Who Knows?
It is probably no coincidence that 60 Minutes will be
airing a special on IDEA this Sunday, June 9th at 7:00
p.m. EST. Leslie Stohl is the principal investigator on
this piece and word is it's not going to be a favorable
outlook on IDEA. The focus seems to be about how special
education dollars strip the regular education students
from receiving their fair amount and how really in all
fairness the country spends too much money on kids that
likely will not succeed. Activists should waste no time
in rejecting these fallacies and offer CBS the truth.
Right after calls to CBS, all should call Congress and
let them know IDEA SHOULD BE REAUTHORIZED WITH NO<NO>
NO WEAKENING AMENDMENTS!!!
SUBJECT: Re: inclusion
Date: 96-06-09 16:07:57 edt FROM: RhoLaren
KayB3
As a regular education teacher, let me say that you are half-way there. I
refer to your comment about "working together as a team." Nowhere do you
insuinate that either you or the regular education teacher is on a higher
plane. If more special education teachers communicated as you did, there
would be more cooperation (perhaps- some people would never cooperate, and we
both know that). Whatever problems you encounter, your attitude will privail
and the program you and the regular teachers will be a good one. Thank you
for how you phrased your comments. Believe me, the regular education teacher
will pick up on any patronizing - as I have from some of the messages on
these boards. You can tell the successful programs and the unsuccessful ones
simply by whether or not the poster believes truly in the concept of
teamwork.
SUBJECT: lesson planning - inclusion
Date: 96-06-09 18:44:06 edt FROM: JOHNSSPA
I have had a difficult time finding ideas/examples of best practice for weekly lesson planning. I am a special education teacher in a full inclusion early childhood classroom. My co-teacher and I have worked together for 5 years and I am fully aware of her general lesson plans short-term and long-term. I just need suggestions of what has been most effective for other special educators in similar situations - what info. you put in your weekly plan book to assist you in teaching special ed. students in the regular classroom setting. Any information you can share would be appreciated!
SUBJECT: Re: inclusion
Date: 96-06-09 21:40:39 edt FROM: KayB3
Thank you RhoLaren for your comment because I DO truely believe we are a team of professionals here to serve our students. In all the literature I have read on inclusion, it is quite evident to me that inclusion is a transformation of two separate educational systems (reg. ed and spec. ed.) into one. The quandary is how to make that transition easier and less threatening for all involved.
KayB3
SUBJECT:
Prader Willi Syndrome
Date: 96-06-12 22:34:48 edt FROM: Pbin88
Are there any special educators in an inclusion program that have a student with Prader-Willi? I will have a new student in an elementary school and am interested in unique ways to help her cope with food and other issues.
SUBJECT:
Re: Ohio Inclusion Model 4
Date: 96-06-16 21:05:11 edt FROM: StCathern
I am a "general" educator. I have included children with autism, pdd, multiple personality disorder, and severe Tourette's. Boy, do I ever disagree with your position that only sp. ed. teachers can handle inclusion! If the sp ed teacher "owns" the child, the child is not included. I have just completed my second year with a 10 year old girl who came to me after a career in center based classrooms. Her only communication was screaming.
The aug com specilist obserbved and said she showed no intentinality and was
definitely not a candidate for an aug com device. The child is now flying
around her Dynavox. Phooey on "experts." What is special about sp. ed is
not the "ed" is's the kids!
SUBJECT: Re:L.D. & Law School Admission
Date: 96-06-19 12:54:02 edt FROM: RoneeLDA
Tony, Hi! Did you try New York Law School, Vermont Law School? Also, New Jersey is one state that does accommodate when you get to take the bar examination. The Association for Higher Education and Disabilities might be able to help you. They just put out a very strong supported statement for post secondary students, the language is strong enough to support other adult work and school circumstances as well. Good Luck and do not give up!
RoneeLDANJ
SUBJECT: Inclusion support
Date: 96-06-20 00:29:04 edt FROM: CYout
I work for a small school district, 3800 students. Our districts is in support of full inclusion however, there are concerns that administrators in our distrcit have brought up. I am curious and would really like to know what other districts are doing to support full inclusion on a year round education calendar. Some of these areas of concern include:
1. What criteria do districts use for providing additional instructional assistnats and othr support staff?
2. How do they handle both training and implementation for regular education teachers.
3. What is the definition that they use for full inclusion or inclusive education?
4. What additional funds are provided for the sites?
5. What accountability do they have for the sites or districts, in terms of full inclusion?
6. Any other documentation on practices that they have found successful.
7. Whether a site is disignated as a full inslusion site.
8. Process for distribution of students on a year round schedule.
9. What is the assessment of the program based on quanitative and qualitative data?
PLEASE, PLEASE help our district to be successful in our endevours.
SUBJECT:
Inclusions not for all
Date: 96-06-22 17:47:46 edt FROM: ClancyOK
There are students who should be considered carefully before they are put into a classroom with other students. Severe emotionally disturbed students need the safeguards, sanctuary, and support of a special place with special services. Students who have been the brunt of the jokes in their neighborhoods, and who have been supported in special schools should not be made to leave this area of success if they are uncomfortable with it. I favor inclusion for students who will survive and benefit. I feel the decision to be a part of the regular class should be made by professionals in conjunction with parents. The child's opinion and desires should be carefully considered also. There is a special school in NJ. for instance that has a marching band that has traveled to London, England and to President Clinton's inauguration.
Would any of these students have had the opportunity to build this kind of
self esteem if they were in a public school setting, where such things as
band seats are competative, and an audition is necessary for acceptance? The
joy that comes from accomplishment is sometimes limited when the "special"
child must compete. Each educator and each parent should carefully choose
where the child in question well do best. Don't go off on the newest tangent
because it seems correct. I can only plead with you to consider the
child.
SUBJECT: Inclusion for the deaf child
Date: 96-06-24 16:29:00 edt FROM: Fcawesome
I have an 8 year old son with profound hearing loss and mild cerebral palsy who has been in a regular classroom for 2 years (will enter 2nd grade next fall). Using total communication, his interpreter is a hearing impaired teacher who works with the regular classroom teacher to adjust curriculum as needed. Resource work is done in the classroom as well as out. Despite a year of haggling with the school system, due process, etc., my son has come farther with academics (language included) than if he had remained in the hearing impaired program provided by the city.
This could not have worked if his interpreter had not been a teacher.
Inclusion for deaf kids can be a disaster, but it's working for us!
SUBJECT:
Inclusion
Date: 96-06-26 18:36:02 edt FROM: CVoutsi534
My son has been in inclusion since kindergarten. He will be entering the third grade in sept. Many problems. He has been in 3 different school buildings in his 4 years in the system. (He had to repeat kinder.) Next year a new school again. We "have to find a teacher that will take him" WHAT!!!!!???? I thought that was discrimination? But the sad reality is that if you force a teacher to take your disabled child, they can make it hell for him/her and the whole year is a waste! Also many professionals in the system just don't "get it". ( And don't want to.)
Some "educators" would be happy if we would throw our "imperfect" children off some cliff as they did in Sparta, in ancient Greece! My son certainly can only go so far in his life, but shouldn't he be allowed to go as far as he can? Isn't it the birthright of EVERY child! It damn well should be!
SUBJECT: Re:Exhausted!!
Date: 96-06-28 19:33:06 edt FROM: SMGMeek
It sounds as if you've gotten caught in the misguided notion that inclusion with aid support is the method to address least restrictive environment. Team teaching using a regular classroom teacher and a special educator often leads to a more enhanced environment for all involved. Untrained paraprofessionals can not give you or the student the results needed. More often than not, a team teaching approach will lead to the "regular" students using the alternative approaches brought in by the special educator. Inclusion should be done properly to achieve the intended results. Sorry for your situation. I, myself have been there. Perhaps knowing that you are blazing new trails can help as a reminder of the importance of your future input in programming in your district. Good Luck!! SMGMeek
SUBJECT:
Re: Exhausted!!
Date: 96-06-30 09:48:33 edt FROM: SusanS29
"More often than not, a team teaching approach will lead to the "regular" students using the alternative approaches brought in by the special educator.
"
Harvey Parker of CHADD has done some research with some other people (I have the names somewhere but since I have ADD myself I have serious doubts about whether I can locate them or not... :/)
Anyway, they first talked to teachers who had successfully worked with children who had ADD. They identified 11 factors which pretty universally helped these children.
Then they got about 500 classrooms across the country to participate in a study.
In each classroom, one child with ADD/ADHD was paired (statistically-they didn't work together) with a child of similar intellectual capacity but no ADD.
Then the teachers (all volunteers) were trained in these 11 approaches.
Trained observers visited the classrooms multiple times and observed for implementation of these 11 approaches. Now-these 11 approaches were changes in what the teacher did with the whole group, not things he or she did singly and/or privately with the student who had ADD.
The results have been astounding.
All the children with ADD improved. The more interventions that were used, the more they improved.
Here's the truly amazing part: the children without ADD improved even more than the children with ADD did!
We're talking about truly *simple* things, such as writing all assignments on the board so the students can refer easily to what's expected.
The interventions helped *everyone.*
I have found this to be true for kids with LD also. For instance (I didn't do a lot of team teaching) I would teach a child in my resource room how to "chunk" his work, or break it into smaller, more manageable sections. All it takes is a highlighter and a ruler. A page of math problems with a vertical and horizontal line through the centers-immediately the page looks more manageable.
If the student had trouble getting started I'd have them also draw a box around the first three problems, do those, and then check with the teacher to make sure he or she was doing them right.
The teachers loved this. They loved seeing the students accept responsibility for their work more visibly. *Even when their work completion* didn't go up, the teachers scored them higher for effort on their report cards! The teachers also wanted the kids to learn. They were glad to catch a problem at the beginning.
What we really found interesting was that other non-LD students would see my student doing this, and mimic it. You don't have to have an LD to want to be *very sure* you're doing those long division problems right. :)
SUBJECT:
Re: Inclusions not for all
Date: 96-06-30 10:34:29 edt FROM: RoneeLDA
ClancyOK: Bravo! I sit on a special services school district board and I can tell you that our children are very well served. This is from academic to social to personal training, teaching, and care. The opportunities our children receive at our school could never be found in the mainstream school environments. Specialization abounds within our doors and more than that...acceptance, no ridicule, no rejection, no judging, or any neglect. Self esteem and growth are the order of each and every day without prejudice.....thank you for taking a look at inclusion from a balanced and fair perspective, and understanding the present movement in government and within education is about money and not about the welfare of these children.
No children or parents should have to be pitted up against each other in a
country which is supposed to value the individual...the continuum should
stand, as all people have differences and disabilties..some more profound
than others....RoneeLDA
SUBJECT: New Book in September
Date: 96-06-30 10:52:16 edt FROM: Ratatat
Sandra Reif, a resource specialist and well known author of How to Reach and Teach ADD/ADHD Children has written another book. It will be available in September and is entitled, How to Reach and Teach all Children in an Inclusive Classroom.
SUBJECT: Re:Exhausted!!
Date: 96-06-30 17:50:42 edt FROM: RhoLaren
I am sorry that I was chuckling when I read this post. No, not making fun of anyone, laughing at the situation. Let me tell you why. In the elementary school I taught in for eighteen years, there was a group of teachers who considered doing anything such as writing assignments on the board as a form of enabling (the word was not in vogue yet, so they really did not use that term). They said you were to tell the kids the assignments, etc., and then the kids were responsible for writing it down. If you wrote it on the board, you were encouraging them to be lazy or whatever. There were other methods these teachers had that were in the same vein. Well, I and others did write the assignments on the board. We also engaged in some other frowned upon practices. We got lectures, put downs, people going into the principal to complain about us and our dumbing down ways, etc. But I felt secure there and knew that they could not hurt me and also had friends who thought similarly to me.
Best part of story. When I transferred to a middle school to teach sixth, I was concerned that the teachers there would have some of the same attitudes. As the sixth grade teachers were newcomers, and as I did not want to get off on the wrong foot with the principal, I made sure I erased the assignments at the end of each day. Yes, I continued to write assignments on the board, but felt frightened for quite awhile and kept very quiet about what I was doing.
Long awaited punchline - the secondary teachers in the middle school tended to write down assignments, and the principal told us he wanted us to do it. I spent all that time worrying about a practice that was encouraged. But, I really did not want to make waves and alert people to what I had been doing in case they were like the group in my elementary school.
Thank you for reading this.
SUBJECT: Inclusion to a Self-contained
Date: 96-06-30 20:15:10 edt FROM: PhilN55896
When do does a parent have to make a decision to move from an inclusion class to a self-contained class? Of course, the answer should be, when the inclusion class does not work any more. What are the specific signs/signals/behavior that indicate that it is time to move to a more restrictive enviornment?
SUBJECT: Re:Exhausted!!
Date: 96-06-30 23:55:15 edt FROM: SusanS29
"They said you were to tell the kids the assignments, etc., and then the kids were responsible for writing it down."
Gee what a great attitude they had (NOT!)
While they're at it, I think they should require students who use wheelchairs to walk to the water fountain if they need a drink.
"Well, I and others did write the assignments on the board."
You *scamp* you! (grin)
" But, I really did not want to make waves and alert people to what I had been doing in case they were like the group in my elementary school."
Yes. Unfortunately, just as positives tend to breed more positives, negativity tends to encourage more negativity.
SUBJECT: Re:Exhausted!!
Date: 96-07-01 15:35:06 edt FROM: RhoLaren
Thank you for your suggestions. Had these people not retired, I would
suggest the ask wheel chair children to walk to the water fountain. So sorry
you weren't there to give them even more suggestions. grin, grin, it really
was a trip.
SUBJECT: Teaching soc. skills for LD
Date: 96-07-01 20:03:59 edt FROM: BGatti
I need information regarding the teaching of social skills to those students with learning disabilities. I will also need information about infusing this info. into the academic curriculums. Please send information to BGatti @ aol.com Thanks.
Judy
SUBJECT: Re:Exhausted!!
Date: 96-07-01 23:55:53 edt FROM: SusanS29
"Had these people not retired, I would suggest the ask wheel chair children
to walk to the water fountain. So sorry you weren't there to give them even
more suggestions"
Rho sometimes when I was in a regular school as the "specialist" I wore
callouses on my tongue from biting it. :)
SUBJECT: Re: Susans post of 6/30
Date: 96-07-02 05:45:17 edt FROM: DNiggl
Susan,,,,
Please get your hands on this study! It is another great example of more excellant support of appropriate teaching (meeting all kids needs in the regular classroom). I also have a friend whose child has ADD and I know she would love to see this informative research.
This is what inclusion is all about folks....Real constructive teaching methods that INCLUDE the whole population of an ever changing group of students. Imagine, always teaching the same way, from year to year and when the children do not benefit it becomes their PROBLEM and their parents!!!! Apalling.
Let's face it. The need for educational reform is now...There is so much research that supports the benefits for all children. The barriers are very clear.....Once these are overcome, there is nothing but success for everyone. Everyone knows how difficult Growth is. Growth involves change. Growth involves challlenge. Growth involves time and effort. Growth demands a positive mental attitude, initiative, and perserverance. Inclusion works well with these values and also demands integrity, respect, cooperation, and compasion.
I learned about the importance of these values after 2 years of struggling for inclusion for my child. We finally gave up on our community school. I believe an act of God was working when we found this school in our district that based the curriculum around these 7 values. The pricipal is a true visionary who absolutely loves all kids. The teachers have all grown and integrated these values into their persona. It is really a remarkable educational experience. Very noticeable if you are used to the status quo. My son is lucky. My family is blessed. Can you imagine a place where you could take your child and experience these values in action??? Think about it....eyes and ears that listen, words that you can count on, a heart for others, feet that lead the way, and the guts to do what is right. Believe me, the type of education all of our kids receive really does make a difference.
Team teaching is a step towards the right direction. Inclusion, when done for the right reasons and with the team approach that focuses on the whole child and the complete picture of diversity in the classroom is really what it is all about. Somehow, things got compartmentalized and automated in the education of children.. How did this happen? Why did this happen? Who is to blame for inclusion not working? Is it that everyone speaks a different language? Is it because inclusion is often seen as conditional?
I hope in my lifetime, I can look around and see that these days have passed. I hope situations of exclusion and special learning places for children who should grow and learn together are extinct. I hope the new blood in education will have the guts to promote change. I applaud a teacher, principal who can grasp a vision for inclusion. There are many good things happening out there now. Unfortunately, there are also many bad things going on to. Maybe the bottom line is that others are asking for indiviuals to take a challenge and GROW. This is an invitation. The celebration of successful inclusion is truly heartwarming for everyone. The resistance to inclusion is truly a nightmare.
By the way, this scool has been functioning on these values and been in existance for over 20 years. The district choses to keep it a secret. There is a waiting list, lottery draw to get your child in. It is a like a private school in the public education system..REMARKABLE. Also, many board members send their kids to this school. But you know, everything is decentralized these days. Another barrier to educational reform!!!!
SUBJECT:
Re: RhoLaren
Date: 96-07-02 05:54:49 edt FROM: DNiggl
I would have liked you to be my childs teacher. Self starter, motivated, and doing what you believe is the right thing to do is truly admirable.
SUBJECT:
Re: Susans post of 6/30
Date: 96-07-02 08:45:30 edt FROM: SusanS29
"Susan,,,,
Please get your hands on this study! "
DNiggl I don't think it's been completed yet-so it hasn't been published
yet. I've heard updates at CHADD and even called Harvey Parker (head of
CHADD) who has been part of it. Not out when I called. I'm sure CHADD will
make it available when it is.
SUBJECT: Re:RhoLaren
Date: 96-07-02 09:54:00 edt FROM: RhoLaren
Thank you for your support. I have quite a few scars from my positions. By now, they are quite mainstream. Thirty years ago I had quite a few difficulties. Even after PL-94-142, there were teachers who refused to abide by the law, LD teacher's suggestions, newer research, etc. But, things do change.
SUBJECT: Re: Susans post of 6/30
Date: 96-07-02 11:31:50 edt FROM: Ratatat
<<Please get your hands on this study! It is another great example of more
excellant support of appropriate teaching (meeting all kids needs in the
regular classroom). I also have a friend whose child has ADD and I know she
would love to see this informative research. >>
I'm pretty sure that Harvey Parker presented this research at a CHADD
conference in 1994 in New York.....Maybe if you called CHADD (1-305-587-3700)
or their distributor who makes the tapes of the conference seminars, Caset
(1-800-545-5583), you can get an original re-print and/or a copy of their
conference tape.
SUBJECT: Re:RhoLaren
Date: 96-07-02 17:40:01 edt FROM: SusanS29
" Even after PL-94-142, there were teachers who refused to abide by the law, LD teacher's suggestions, newer research, etc. But, things do change."
In my experience those situations simply don't change unless a *parent* complains. Where I worked they did listen to parent complaints.
SUBJECT: Re:
Susans post of 6/30
Date: 96-07-02 17:41:33 edt FROM: SusanS29
"I'm pretty sure that Harvey Parker presented this research at a CHADD
conference in 1994 in New York"
He did present a preliminary talk on it, but not final research. Iteresting idea-I wonder if it is on tape?
H. Parker also referred me to the head researcher, but like most researcher he talked in circles. He had trouble getting down to brass tacks about "what works." But then the research was still on-going.
Perhaps it ended with this school year. If it did, it still may be a year or
so before it gets to print.
SUBJECT: High School Inclusion Training
Date: 96-07-03 21:14:24 edt FROM: Peg070994
We are available and experienced trainers in Full Inclusion at the secondary level, although our training is applicable to all other levels as well. Contact us for more information: e-mail at Trainers2U here on aol, or send a self-addressed, stamped envelope to Training, 2668 Caminito Espino, San Diego, CA 92154-3252.
SUBJECT: HS inclusion ? Feasible ??
Date: 96-07-03 21:30:36 edt FROM: LMP0401
Our school wants to start full inclusion to include profoundly mentally
handicapped (ie with feedind tubes) as well as SLD EMH EH Any thoughts,
comments or suggestions ????
SUBJECT: Re: Susans post of 6/30
Date: 96-07-03 23:45:19 edt FROM: Ratatat
<<H. Parker also referred me to the head researcher, but like most researcher
he talked in circles. He had trouble getting down to brass tacks about "what
works." But then the research was still on-going.>>
Susan, by any chance did you keep your conference booklet from that year? I bet if you looked up H. Parker's session it might have some references to the researcher, etc....
SUBJECT: Re:HS inclusion ? Feasible ??
Date: 96-07-04 15:46:19 edt FROM: RoneeLDA
I hope everyone understands the ultimate seriousness of the severe, profound, and brittle students you all want to teach. I represent a special services school district (school board member) and I am the policy chairperson. I can tell you the extreme seriousness of the every changing policy we must consider for our children. Consider the parent who does not want you to save their child if they should seizure or experience difficulty which could result in death. What do you do?..I know what policy we had to write...agonizing as it was..this kind of decision making comes up regularly....are you prepared for this? Having one or two children to call inclusion is much different than dozens or hundreds. Can your facility handle all the physical accessable requirements of these children? Will your budget stretch to include the additional aides, nurses, equipment, therapists? All of this to give an appropriate education for these children. Are you considering the training (not inservice) the entire school will need. How about preparing your student population for these children? What about crises management? We lost several children this year. By the way, most of our children remain with us until they are 21. Inclusion is ideal when it is done sensitively, with all the sufficient funding, training, preparedness of community, etc, and if it is the area of the continuum the child can really benefit and grow from.....Good luck in your endeavor and please, do it right! Also, remember children are brutal in their honesty and in their social circles. As they get older they tend to get less inclusive towards their peers...this can really hurt....Again, I wish you well...RoneeLDA
SUBJECT: Re:
Susans post of 6/30
Date: 96-07-04 19:25:47 edt FROM: SusanS29
"<<H. Parker also referred me to the head researcher, but like most
researcher he talked in circles. He had trouble getting down to brass tacks
about "what works." But then the research was still on-going.>>
Susan, by any chance did you keep your conference booklet from that year? I bet if you looked up H. Parker's session it might have some references to the researcher, etc...."
Sigh... Ratatat this is *vintage* Susan...
I was absolutely *riveted* by Parker's presentation.
Think I can find the notes? Of course not!
Sigh... I wrote down all 11 interventions with detailed notes about them,
too.
SUBJECT: Autism-Inclusion please-read
Date: 96-07-05 23:14:36 edt FROM: Kegaska
Hi, I am doing research on mainstreaming children with autisim.
Any practial info. or web sites would be helpful.
Thank You!
e-MAIL
KEGASKA
SUBJECT: Secondary Inc. Of MR Students
Date: 96-07-06 15:06:35 edt FROM: WTrust
I am looking for information on the secondary inclusion plans in either Utica or Schenectady because I have been told that they have a "total" inclusion plan across all grades that is working "perfectly". I am particularly interested in how the mildly mentally retarded students are included. Do they spend all day going from regular class to regular class or do they get their functional learning in a self-contained class and get mainstreamed for gym, lunch art etc? Any info on including these students on a secondary level in any school district will be greatly appreciated.
If possible email me at jtrust@j51.com
SUBJECT: Re:Inclusion
Date: 96-07-08 13:14:47 edt FROM: BElemschoo
Survey
Dear Colleague:
I am conducting a survey of special and regular education teachers on their feelings regarding the inclusion of moderate to severe emotional disturbed children in the regular classroom setting. This information will be compiled into a report for a graduate class. Please, take the time to fill out the survey and e-mail it back to me at BELemschool@AOL.com by July 20. Thank you for taking the time to complete this survey.
Sincerely,
Dawn M. Rubino
1. General Information:
Age: Gender: # of Years Teaching:
Position(s): State: Highest Level of Schooling:
2. Do you believe it is appropriate to include moderate to severely emotional disturbed children in the regular classroom setting? Why/Why not?
3. What should be in place for these children and other children in the classroom?
4. What methods and/or approaches have you found work with this population in the mainstream setting?
Additional comments are welcomed:
SUBJECT: Re:Autism-Inclusion please-rea
Date: 96-07-09 08:20:08 edt FROM: RoneeLDA
The Atlantic County Special Services School District in New Jersey has
autistic children within mainstream educational environments. They could be
helpful in expanding your research. ....ask for Barbara
Morvay.....RoneeLDA
SUBJECT: Re:Inclusion/"getting it"
Date: 96-07-09 23:37:28 edt FROM: KZ42
CVOUTS534....you are right....they just don't "get it" And it's frustrating
as all get out! And I have to admit I chucked when I read that
line....'cause that's a line the moms in my local area use frequently....says
something for administration doesn't it? How about more awareness for the
profressionals (and other interested/concerned/involved parties) I advocate
quietly, nicely and constantly...it's all I can do. One day, I believe,
someone will "get it" And I will probably die from the shock. All kids,
regardless of who....deserve the opportunity to do the best they can. It's
all I ask for myself, it's all I ask for my child.
SUBJECT: Re:Exhausted!!/Sue's
post
Date: 96-07-09 23:41:48 edt FROM: KZ42
Thank-you....my child doesn't have ADD/ADHD but I often ask for her
curriculum to be modified in such a way....when she looks at a paper FULL of
"stuff" ....she's sees the "stuff" and can't go any further...I've printed
your post....I'm taking it to school, and I'm asking her teacher to try this
method.
SUBJECT: Adopted District Models
Date: 96-07-10 00:34:54 edt FROM: Argos99999
I am looking for adopted models of inclusion within a school district. It does not matter where the models are from but they do need to be models that the district is using (not ones that they are thinking of using). If any SPED teacher's or admin. can send me examples I would be grateful.
Thank You,
Argos99999
SUBJECT: Re:Inclusions not for all
Date: 96-07-12 12:55:49 edt FROM: KMiller238
Could you address the outcomes for students who graduate through your segregated system? Are they working and living in community or in segregated settings i.e sheltered workshops?
I'd be very interested in some good data on positive community outcomes of
individuals educated in segregated systems
SUBJECT: Re:Inclusions not for all
Date: 96-07-12 18:43:34 edt FROM: SusanS29
"Could you address the outcomes for students who graduate through your segregated system? Are they working and living in community or in segregated settings i.e sheltered workshops?
I'd be very interested in some good data on positive community outcomes of
individuals educated in segregated systems"
Let's remember that there's a huge range of possible integrations between
segregation and 100% inclusion.
SUBJECT: Re:Inclusions not for all
Date: 96-07-13 13:08:55 edt FROM: KMiller238
No, Inclusion is not about the old continuum of services. It is about
creating classrooms and communities where everyone is valued and learns and
has an opportunity to be a part. And I'm still waiting to hear about
positive community outcomes for people who came up through segregated
schooling .
SUBJECT: Re:Inclusions not for all
Date: 96-07-13 23:03:18 edt FROM: SusanS29
"No, Inclusion is not about the old continuum of services."
We know. :)
There is, however, a broad range of services between total inclusion and total segregation.
You are entitled to pose the question, but we do require that you tolerate comments that are on-topic but don't go directly to the heart of your question.
SusanS29, Host
SUBJECT: PPT?
Date: 96-07-13 23:09:38 edt FROM: KayB3
Maybe someone can help?
Beginning in Sept., our middle school will implement an inclusion program for grades 5-8. Our district has minimal parental support. How do we inform parents of the changes in their child's program? The change is just in the setting, not in the hours. Would a letter home to parents be sufficient or should there be a PPT for the 50+ students in Sept. all at once?
This has been tossed around quite a bit and the concensus seems to be that a letter will suffice, as long as it states clearly the changes being made and if parents want to have a PPT, to contact the school.
I would appreciate any other comments/suggestions.
SUBJECT:
Re: PPT?
Date: 96-07-14 10:42:08 edt FROM: SusanS29
"Maybe someone can help?
Beginning in Sept., our middle school will implement an inclusion program for grades 5-8. Our district has minimal parental support. How do we inform parents of the changes in their child's program? The change is just in the setting, not in the hours. "
This is a CHANGE OF PLACEMENT. For any child with an IEP your district will
be violating federal law if you do it without re-convening the IEP. During
the IEP process you must determine (including the parent) that this change is
made because *it's what's best for the child.*
If you do this beaurocratically-just decide "Well this year we're going to use "such and such" instead of "so and so" be prepared for major, major problems that go well beyond "communicating with parents.
If you don't have the staff to communicate these changes to the parents then it seems unlikely to me that you have the staff to do inclusion well.
And inclusion not done well is terrible and *will* bring a lot of trouble down on your head.
Any district who thinks inclusion can just be pushed on to the system and the students had better hope none of the parents have found their way to the Internet also.
It is very often the best approach-far more often than many thought even five years ago-but it's not easier, and it's not cheaper.
SUBJECT:
Re: Inclusions not for all
Date: 96-07-14 18:03:11 edt FROM: KMiller238
My point was that we can't put segration on one end of the continuum and
inclusion on the other end. Inclusion is not about the old continuum of
services. It's about changing the way we look at schools and education for
all children.
SUBJECT: Re:Inclusions not for all
Date: 96-07-14 21:30:08 edt FROM: SusanS29
Well, I disagree. ;)
SUBJECT: Re:PPT?
Date: 96-07-16 04:58:02 edt FROM: DNiggl
I was just wondering if it may help to give the parents information on the philosohy of inclusion. Give them all the research that supports your districts decision to do inclusion. Give the parents the support and information and if it is done right, I am sure the majority will come around to support you.
There is a district in Blacksburg Virginia that developed a mission statement
and district philosophy for inclusion. They decided to let the special
segregated programs die a natural death (i.e. No one was forced to do
inclusion). They did this I believe about 3 or 4 years ago. It would be
interesting to see if the segregated programs are still existant
now.....
SUBJECT: Re:Inclusions not for all
Date: 96-07-16 05:09:14 edt FROM: DNiggl
I AGREE with you completly. Education needs to change for all kids. We have got to stop doing things the way they have always been done. Or more importantly, stop teaching the way it has always been done. Inclusion demands a value base. Inclusion demands a model of teaching that is tolerant of different intelligences and abilities.
My teenager watched MR. Holland's Opus today. She said, "How sad that all teachers don't grow to become that effective." She then counted outloud the number of teachers that had been compassionate and made an impact on her.
She could count them on one hand. Very sad. I bet every one reading this
post can relate.
SUBJECT: New Teacher
Date: 96-07-17 12:40:01 edt FROM: VSnider566
I will begin to teach in August of this year. I will be working in a 7-8
grade resource room. If anyone has any suggestions, adivce or ideas to help
out a new teacher, I would be very grateful. Please e-mail me at VSnider566
Thanks Vickie
SUBJECT: RESEARCH on INCLUSION
Date: 96-07-17 13:32:12 edt FROM: KREE8IV007
I am looking for research on impact of inclusion (or non-inclusion) on academic achievement and/or self-esteem (social aspects) on children and/or youth with a disability (ies) and/or WITHOUT disabilites. If you know of any good studies or articles from empirical journals from Special Ed. literature, please send info. via e-mail. Thanks!
KREE8IV007
SUBJECT: Re:Inclusions not for all
Date: 96-07-18 00:36:19 edt FROM: Vicame
I agree w/KMiller238. The concept of Inclusion has nothing to with the old continuum of services. If you believe that ALL children should be educated with their same-age peers (i.e., included) then there is NO other place for their education to take place but with their peers. Let's remember that special education is a service, not a place! A student with significant disabilities can receive the full extent of special education services and still spend their entire day in general education classrooms.
We know better than to segregate children, adults, whoever. There should be no segregation in schools. If we continue to do so now that we know better...continue to isolate and harm...then the harm continues with intent.
SUBJECT: Inclusion survey
Date: 96-07-18 08:39:44 edt FROM: BElemschoo
SUBJECT: Re:Inclusion
Date: 96-07-08 13:14:47 edt FROM: BElemschoo
Survey
Dear Colleague:
I am conducting a survey of special and regular education teachers on their feelings regarding the inclusion of moderate to severe emotional disturbed children in the regular classroom setting. This information will be compiled into a report for a graduate class. Please, take the time to fill out the survey and e-mail it back to me at BELemschool@AOL.com by July 23. Thank you for taking the time to complete this survey.
Sincerely,
Dawn M. Rubino
1. General Information:
Age: Gender: # of Years Teaching:
Position(s): State: Highest Level of Schooling:
2. Do you believe it is appropriate to include moderate to severely emotional disturbed children in the regular classroom setting? Why/Why not?
3. What should be in place for these children and other children in the classroom?
4. What methods and/or approaches have you found work with this population in the mainstream setting?
Additional comments are welcomed:
SUBJECT: research on inclusion
Date: 96-07-18 15:08:21 edt FROM: KREE8IV007
I am looking for empirical journal articles from special education literature which discuss the impact of inclusion (or non-inclusion) on the self-esteem (social aspects) and/or academic achievement of children and/or youth with or without a disability(ies). I need to know what research has determined so far. Thanks.
Laura
SUBJECT: Re:Inclusions not for all
Date: 96-07-18 17:16:11 edt FROM: SusanS29
"If you believe that ALL children should be educated with their same-age peers (i.e., included) then there is NO other place for their education to take place but with their peers. "
I have *always* done that, but it doesn't meet the definition of "inclusion."
My students were not segregated, but it wasn't inclusion either.
I think the difficulty here is that some continuums are far more within the
regular classroom than others. I don't agree with isolation and have seen
great harm done by it.
SUBJECT: Re:Inclusions not for all
Date: 96-07-18 22:10:17 edt FROM: KMiller238
I have *always* done that, but it doesn't meet the definition of "inclusion."
My students were not segregated, but it wasn't inclusion either.
How did it not meet the definition? Did you place your whole special ed.
class in a general ed class?
SUBJECT: Re:Inclusions not for all
Date: 96-07-19 01:00:05 edt FROM: SusanS29
"How did it not meet the definition? Did you place your whole special ed. class in a general ed class?"
I didn't have a special education class. I had a "resource room." I worked both within the classroom and with students in my own room, usually for short periods of time, as appropriate.
Most would not call this "inclusion," as most students did leave their classroom at one time or another. But it worked very well, the kids were just like anyone else in the school and not stigmatized for coming into the resource room, and they made sometimes tremendous gains.
But it's not "inclusion" of the type where the student is in the regular
classroom 100% of the time. In my personal hands-on experience that is not
always appropriate for an LD student.
SUBJECT: Re:Inclusions not for all
Date: 96-07-19 03:07:06 edt FROM: Vicame
If we look at Inclusion as just a special education issue, then we do get caught up in the all or nothing issue of moving in and out of the classroom. But Inclusion is about ALL people. There are kids in classrooms all over the world who need additional support, help, etc. We must recognize that kids do not need to be labeled to receive the support they need. The support varies to include special medical needs for some as well as a move beyond the concepts being taught in the classroom to further challenge others (and any and all other support between).
It is time general ed and special ed become EDUCATION FOR ALL CHILDREN and
recognize that we all need support of some kind.
SUBJECT: Re:Inclusions not for
all -
Date: 96-07-19 16:10:18 edt FROM: Gamer32465
Inclusion is not a "privelege", it is a "right". All students must be looked
at as indiviudals with unique learning styles. I believe that regular ed and
special should be seamless.
SUBJECT: Re:Inclusions not for all -
Date: 96-07-19 18:32:27 edt FROM: Vicame
YES!!!!!!
SUBJECT: Re:Inclusions not for all -
Date: 96-07-20 12:26:06 edt FROM: SusanS29
"Inclusion is not a "privelege", it is a "right". All students must be looked at as indiviudals with unique learning styles. I believe that regular ed and special should be seamless."
I guess it depends on what you mean by "seamless." Absolutely it's a right, not a privilege. I'll get back to that in a second.
BUT I've done it-and I can tell you that sixth graders do *not* want their
classmates able to observe that they struggle to learn the *simplest* times
tables. *They* want the right of privacy when the possibility of embarassment
exists.*
In addition I've taught many, many children how to handle bullies on the playground. But it involves role-playing and the element of *surprise* has to be there (the bully can't see the increased assertiveness coming or how those skills were acquired or the problem gets worse, not better).
My kids who were both LD and culturally deprived did *not* want the whole class knowing that everyone in the classroom knew wthe the round thing with spokes on it was a "wagon wheel" -- except them. (Such gaps in knowledge made it impossible for them to practice their phonics using traditional work books and worksheets. They didn't know the names of many of the pictures and so couldn't match them to the sounds they were learning.)
I could go on and on. BUT to make the point that I agree with you about the privilege thing: I sing in a community chorus. Every summer we sing the "POPS" concerts with the symphony and a well-known conductor. It's a lot of fun, and we sing in front of thousands of people who have paid a lot of money to hear us. It's a good money-maker for the symphony.
Well, I have mild CP. I walk fine and all that, but on the days when we have two concerts-that means standing in place for LONG stretches of time, four times a day (short breaks). My legs can't do it. The muscles stiffen, and then I *can't* walk.
The first time, I didn't realize that, because I'd never done so much rigid standing at one time. I tried to step off the risers, and if I hadn't been standing next to a bass who caught me, would have fallen *forward* off the risers and had a terrible fall. Well of course they let me sit on a stool. I was the first, and now we have a whole row of "sitters"-a woman with bad varicose veins, and a couple of people with back problems, someone who broke her toe, etc.
One of *them* was telling me how "gracious" it was that the symphony "let" us sit.
I DON'T THINK SO. Anything less is discrimination. It's *so* simple, and so are most accommodations for kids. It's easy.
They need it. SO DO IT. :)
SUBJECT: Re: Inclusion not for all
Date: 96-07-22 12:25:31 edt FROM: BElemschoo
How do you make inclusion work for students who have servere emotionally and
behavioral disorders?
SUBJECT: Re: Inclusion not for all
Date: 96-07-22 21:35:42 edt FROM: SusanS29
You have staff ready to help if/when these children have severe problems.
Without adequate staff to support what you're doing, it isn't inclusion- it's "dumping," and immoral and illegal thing to do.
SUBJECT: Re:Inclusion:
Comparing Prog
Date: 96-07-23 01:04:30 edt FROM: BLKPUD
I agree- many times the adminstration fully supports full inclusion, yet when
not in the best interest of the child, they fail to go backwards ( more
restrictive setting) when inclusion is not sucessful.. It is unfortunate to
see!
SUBJECT: Re:TEACHING IS TERRIFYING ME
Date: 96-07-23 01:15:09 edt FROM: BLKPUD
I am a special education teacher who works directly with the regular
education teachers to assist all my mainstreamed students in being successful
within an inclusionary program. I also work with the "at risk" students. i
have the responsibililty to keep my kids on track and to modify/remediate the
curriculum being taught. In addition, teaching along side all teachers that
my studnets interact with and helping the reg. teachers to be prepared to
work with me. It is an interesting job with many challenges, but diffently
successful when you work as a team to enhance all learning taking place. If
you want anymore info. contact me.
SUBJECT: Re:Moved-pull-out vs. inclu
Date: 96-07-23 01:25:08 edt FROM: BLKPUD
I agree that there needs to be time for remediation, therefore, as a special
educ. teacher communicate with the reg. ed. teachers and discuss when time
can be made to do this. I remediate whenever I feel or see that it is
appropriate...in the back of the room, in a small group with other reg. ed.
students having trouble, a self-contained study hall/per day, prior to an
actual lesson taking place (hearing it for a second time), individually
directly after a lesson has taken place, prompting student during lesson by
reg. teacher. Be creative and flexible. Make the time within each day that
ends up to be a lot of time by the end of the week!
SUBJECT: Re: Inclusion how,
where, w
Date: 96-07-23 01:37:00 edt FROM: BLKPUD
I too am a sp. ed. teacher who works with students who are all mainstreamed. it seems from your memo that you do things similiar to myself within the reg. classroom. I would like to know though if you have any frustrations in the area of using your time even more wisley within the reg. classrooms. I find, at a middle school setting, that I need to find ways to be even more productive during class time, but sometimes difficult- due to lecturing etc.. I still find that my most productive interactions with the students I assist are during a self-contained studyhall, during lunch, before/after school.
How about you?.
SUBJECT: Re:Disabilities Awareness
Date: 96-07-23 01:41:49 edt FROM: BLKPUD
My school put a panel of students-labeled with various disabilities to
discuss in front of all students and facility about their disabilities. It
was fabulous and opened a lot of eyes.
SUBJECT: Re:looking for ideas
Date: 96-07-23 01:47:12 edt FROM: Quentan
I am about to start a new year teaching a self contained classroom. There will be 5 boys, 2 of which are not totally potty trained, and yet, inclusion needs to be a part of the program I fully believe. I would like to start a "circle of friends" for these kids. Does anyone have any suggestions? The program has been in place at the school (middle school, 7th and 8th graders) but the teacher before me "threw the kids into classes" without the proper support, so now the other teachers are concerned, to say the least! I could really use some ideas about effective ways to get these kids involved.
If you have any ideas, please Email me at Quentan.Aol
Thanks!
SUBJECT: Re:looking for ideas
Date: 96-07-24 09:37:55 edt FROM: RoneeLDA
The Johnson City School District in New York State is
supposed to be the definitive school district on Inclusion...it might be
worth your time to try and contact them and ask them for stragedies and
programs for your disabled students in that age group.....if you have a
special services school district near you or in your state, they could help
too....or ARC counselors.....good luck..RoneeLDA
SUBJECT: I need info. about
inclusion
Date: 96-07-24 19:53:49 edt FROM: MissSh
I'd like to start out by saying thank you to all of the people who have been writing on this message board. It has been a wealth of information. If there is anyone out there with info. about inclusion I would greatly appreciate receiving it. Please e-mail me with any insights.
SUBJECT:
Inclusion/Grading
Date: 96-07-25 16:40:08 edt FROM: CArciero
We are 2 regular ed. and special ed. teachers interested in learning how your system grades inclusion students.
Do you have traditional report cards (A,B, C,...), narrative, or something in between? How do you indicate that modifications have been made?
What about those "gray area" students who are not SPED but still need and
receive curriculum modifications? How is this reflected on the report cards
or how do you arrive upon a grade for them?
SUBJECT: Inclusion definition
Date: 96-07-26 14:19:57 edt FROM: DNiggl
There are many different perceptions of inclusion. If ALL kids are treated the same, if ALL kids get the appropriate support they need, If ALL kids were encouraged to grow socially as well as academically, the inclusion of "special" kids would be much easier to envision. Inclusion will always look different for each child, as every childs needs, etc. are different. Don't forget, inclusion is a values based strategy. If level of appropriate support and human compassion with an intent to make the student belong in the community/school environment is the first and foremost focus, the the academics of inclusion will flow. Everyone seems to get hung up on the strategies and how to's of adaptations. Think about it!!!!
SUBJECT:
Inclusion: Research needed
Date: 96-07-28 17:54:09 edt FROM: KCPierce
Anyone who has experience in the classroom related to full inclusion, ie.
students of all levels ability and/ or disability, please respond with
examples of successful inclusion and illustrations of inclusions which might
have been deterimental to the class. I am currently sifting through
journals, but would prefer to hear more from those professionals who have
been in the trenches. Please indicate grade level, class size, and subject
area if appropriate. I AM NOT PUBLISHING... SIMPLY LOOKING FOR INFORMATION
FOR A POSITION PAPER... AND FOR CLASSROOM TECHNIQUES TO USE IN MY SCIENCE
CLASS . tHANK YOU ! KC
SUBJECT: Re:Inclusion
Date: 96-07-30 16:31:32 edt FROM: Nystroka
Dniggl really hit the nail on the head. As a parent of a profoundly PDD thirteen year old boy, who has been in INCLUSION programs (NOT mainstreamed) his entire life ( 3years of age - ongoing), I am a committed believer in the overwhelmingly positive aspects of this form of education for ALL students.
I have seen enourmous changes in my child as well as in the "system" as he
has progressed through the years. He will be entering fifth grade (small
town FL) this fall. Our District hasn't always been comfortable with us as
parents, (we're very involved, but not obsessive) even they are acknowledging
the remarable progress our son has made. It has been hard work for all of
us. I have had to treat my child's education as my full time job. All of
this has been possible in spite Sp.Ed. 's reluctance to explore this concept
because we have found "regular ed" teacher's with the ability to understand
that all of the children that they teach are "special needs." Our child is
a true inclusion success story. Details? happy to provide them. E - Mail -
Nystroka
SUBJECT: Re:I NEED INFORMATION
Date: 96-07-30 20:00:01 edt FROM: MTSUGRADED
ME TOO!
SUBJECT: Re: Need Info
Date: 96-08-02 10:24:43 edt FROM: Kimkce
There are many books and studies written with regards to Inclusive Education. The best I have read over the years have been written by William and Susan Stainback. Their books and others are published through Paul H. Brooks Publishing in Baltimore MD (I can't find their number). Also the Special Needs Project in Santa Barbara at 800-333-6867 - has many books and they will send a catalog. Axis Consultation & Trainig LTD (604) 723-6644 have video and audio cassettes for sale.
Your SELPA should have some of this in their library - or you can contact a
local association/organization affiliated with disablities in your area and
they usually have libraries which can be borrowed. Good Luck! Kim
SUBJECT: Re:Parents and the IEP proce
Date: 96-08-03 20:49:10 edt FROM: Pjh1443
Hi Julie,
Thank you for your interest in family involvement in the IEP process. I have been an active and equal member of my son's educational team since he began early childhood services, five years ago. Not as long as some, but long enough to have formulated four focuses that I can share with you.
First, all parents need technical information without professional jargon. I'm sure you already know this, but I'll tell you why it's so important to me. I am the one who needs to explain my son's challenges to my husband, (who can't come to every meeting) my mother-in-law, my sister with the 2.5 perfect kids and the inevitable elderly lady in the grocery store who is compelled to approach me and ask, "What is wrong with that child?".
Second, it's not a problem until the family says it's a problem. Some say that effective communication is at least 50% listening. All I can say is that, it's not a problem until the family says it's a problem.
The third focus regards meetings, specifically supporting family involvement both environmentally and informatively. As the mother of a child with a disability, I attend many meetings. There is myriad information for the professional on how to effectively participate at meetings and build partnerships but litte exists for parents on technical language, roles of various team members, how to prepare for meetings (what to bring), how to tell your story so people will listen, how to ask tough questions, what to do when you don't agree, and how to listen and learn from others. Yet, the professionals are hoping to build partnerships with parents. To add further to point three: picture this if you will. . . a small conference room with four or five women seated around the table. Let's pick out the parent. This is easy for me. She's the one without a coffee mug, without a folder file and her coat is hanging on the back of her chair. Can you see how this environment communicates less than equal - almost promoting the insider/outsider attitude? To add even more, what has helped me considerably is to receive a copy of all written information BEFORE the meeting. Also talking to other parents who have been there or are currently successfully navigating the system has been critical to my success. And finally, on topic three, identifying an ally - a professional who I feel sincerely values my opinions and respects my son has been a significant contributor to my success.
And finally we get to number four, *always* use people first language. When you speak and when you write *always* use people first language. Communicate honestly and sincerely. Focus on strengths and with caring, focus on challenges.
Well, I hope you're not sorry you asked. If I can be of any further
assistance my e-mail address is Pjh1443@aol.com
SUBJECT: Help for paper on pros+cons
Date: 96-08-04 13:41:38 edt FROM: Ski teache
Hello, I am a special education teacher as well as a Master's degree student at Simmons college in Boston Massachusetts.
I teach in a private school setting at Landmark School in Beverly, Massachusetts a school designed for meeting the needs of Dyslexic students worldwide.
I'm interested in what people think (parents, administrators, teachers, or any others) about how the inclusion process works ( or doesn't work) within a public school setting.
I sure would appreciate some feedback so that I could possibly include it into my paper!!!
Thank-you!!! Keep up the great work educating those kids!!!
Jill Flemming
My e-mail address is ski teache@aol.com
SUBJECT: Inclusion
Date: 96-08-09 19:31:20 edt FROM: Jellymilll
I would like to assist with the issue of inclusion. Please write me: AOL JELLYMILLL
SUBJECT: I want to include my class!
Date: 96-08-11 13:08:18 edt FROM: Wine365
I have been teaching children with special needs for 21 years in a
self-contained class and want to INCLUDE MY STUDENTS!!! No teacher wants them
or me in their classrooms..These are not kids with severe behavior problems
in many ways...they are language impaired and 2-3 years below grade
level..ANy suggestions?? please e-mail me at Wine 365..Thanks..My name is
Robin
SUBJECT: reverse mainstreaming
Date: 96-08-12 18:01:08 edt FROM: IBellaff
I am looking for information regarding reverse mainstreaming and its affect
on typical students. What changes in attitudes can be found in general
education students after working with children with multiple handicaps? Can
anyone cite any references?
SUBJECT: Let's Talk About Inclusion
Date: 96-08-14 21:23:14 edt FROM: AlumofPSU
I'm interested in talking with other teachers who are working in a
collaborative model of inclusion. I am the regular ed. partner in a
collaborative team, but have many years of special ed. experience. Would
like to discuss practices, ideas, concerns, anything with other professionals
involved in co-teaching. Would also be interested in talking with parent who
have children involved in a collaborative/co-teaching model. Send e-mail to
AlumofPSU.
SUBJECT: Re:Inclusion
Date: 96-08-15 19:22:04 edt FROM: BOwensVB
Keep in mind that inclusion need not be 100% of the child's day. Question the flexiblity which might be built in to the placement based upon the child's skills, strengths and needs. Allow for movement so that the child can progress and not be locked in to any level. This would require a built in monitoring system. Inclusion doesn't have to be all or nothing. Remember that the least restrictive environment is not always the higher level. Indeed, placing a student in a program beyond his/her level of functioning can indeed be counterproductive and more restrictive.
SUBJECT: Re:I want to include my class!
Date: 96-08-15 21:46:53 edt FROM: BETTY4000
I am a regular education teacher who has been including or mainstreaming special ed. students for over 20 years. I have also has a severely disabled student fully included in my class for 2 years.
I suggest you start slow. Try P.E., or Art once a week. This will enable
you to collaborate, and build trust.
SUBJECT: attitudes toward sp. ed stud
Date: 96-08-16 18:34:00 edt FROM: IBellaff
I am looking for surveys about attitudes of typicakl education students
toward those with disabilities for a research paper. I"d like to know how
attiudes of general ed. kids change after working with those in special
ed.
SUBJECT: INCLUSION FOR THE AUTISTIC
Date: 96-08-17 11:04:42 edt FROM: DTaylor606
INCLUSION LIKE ANY OTHER TERM THAT HAS COME AND GONE IN EDUCATION CAN
BECOME AN OVERRATED TERM. AS A SPECIAL EDUCATION TEACHER FACING AN
ACADEMICALLY SEVERE AUTISTIC ELEMENTARY STUDENT BEING PLACED IN A REGULAR
CLASSROOM, I HAVE OBSERVED INCLUSION IS NOT FOR EVERYONE. THIS IS NOT A PLUG FOR RETENTION OF A SPECIAL ED RESOURCE CLASS, BUT IT IS ONE FOR THE CURRICULUM TO FIT THE NEEDS OF THE CHILD VS. THE CHILD TO FIT THE CURRICULUM OR BOASTFULLY SAYING, "THIS STUDENT IS IN INCLUSION."
SUBJECT:
Inclusion of students w/ MR
Date: 96-08-17 20:37:26 edt FROM: Okuhara
I am a spec. ed. teacher with a self-contained classroom of 10 kindergarten through 4th graders. My program is entitled "functional academics". The administration in our district has insistently supported inclusion for all MR students from severe/profound to autistic to mild-moderate. I agree with the idea of inclusion. I have seen several success stories of children, both with and without mental retardation, who have benefitted greatly from inclusion.
I try to provide all the support I can to the general ed. teachers, by providing assistant help, modification of work, continuous communication, you name it, I have tried it. My problem is that each of my students requires one-on-one attention especially when they are in the general ed. classroom. It is just me with an assistant and we cannot be in 3 different places at once. When the assistant takes the younger students (4) to lunch I am left with 6 students who all have different IEP objectives and are all on different levels; I need help myself in my own classroom. Three first graders are in different classes at the same time and they all need supervision. Half of my students are doing "functional academic" work, while the other half need a life skills type program. How do I provide both? I am working with the students on working independently, however we haven't gotten there yet. I do not believe in "dumping" students in the general ed. classroom, but how do I provide the manpower that is needed in the general classroom while still addressing IEP objectives? How do I provide the general ed. teachers with the support and training they need?
Am I whining? I'm not sure. I do know that I have not received a lunch or a conference period since school began this year, because there is no coverage for the students while I am gone. The assistant has to be in the cafeteria with some students, PE or art with others, etc. I have always been a positive and upbeat person, but the frustration has really beaten me down these last two years.
I have asked for help several times, but the district is "low on funding" and
cannot hire any more teachers or assistants. If anyone has had this
experience or has any suggestions, please e-mail me at Okuhara.aol.com or
post something here.
SUBJECT: Re:INCLUSION FOR THE AUTISTIC
Date: 96-08-18 11:22:55 edt FROM: SusanS29
Thank you for your post, but please post in both upper and lower case in the future.
Thank you.
SusanS29, Host
SUBJECT: Re: To Okhura/students w/MR
Date: 96-08-23 01:11:37 edt FROM: HnnhMom
You are not whining. What you described happens more often than not. Your situation sounds very much like my first two years of teaching. (K-5 Self-contained) Some stategies that helped me survive and provide individual instruction to each student included: setting up learning centers to begin the day , which enabled me to focus on the children who presented more challenging needs at the beginning of the day; choosing times that the children would be successful in the general education setting without direct support-peer helpers are great; seeking out 5th grade buddies to eat lunch with the little ones; sharing stategies via paper rather than face to face (until you have time to talk to the person; and finally realizing that you must pick and choose your battles. I did survive and moved on to the hoping around to 6 environment job.
Currently, I am facing a school year that will require me to cover 3 to 4 environments of students. We make sure that we seek out teachers that want to work with our program. We set expectations and explain our roles (hopefully develop them mutually too). We also try to limit our environments by "clustering" the children by grade. Planning for assistants is a must. Daily schedules and lessong plans support this method of teaching and allow consistency for the children. There are times that you will want to be in a certain environment. Schedule yourself in at that time and use that example/template to fill your schedule. Remember to be flexible if you are needed in another place. As far as no lunch/planning time, see your union rep. You must be guaranteed a certain amount via your bargaining agreement. Final question for you to think about-Do each and every one of your students need the level of coverage that you are providing? By this I mean adult supervision at recess, art, gym, lunchroom etc. Perhaps working with them to become more independent or providing info to the lunch room helper/playground helpers will enable you to step back and free up some breathing room for yourself, while promoting socialization and appropriate interaction skills.
Please keep us informed. Have a great school year!
SUBJECT: Re: To
Okhura/students w/MR
Date: 96-08-23 10:51:02 edt FROM: RhoLaren
Your response was great. It was on the mark, helpful, and full of useful details. You are to be commended. However, and you knew this was coming, right? You said that the teachers should get cooperative planning time via their union. That is fine if you are in a state with strong unions. That is also fine if the teachers in your local think the issue is worthwhile enough to bring up and maybe fight for at the bargaining table. Unfortunately, strong unions and teacher awareness of this issue are not always present.
Are there other suggestions you could give to the teacher who asked for help
which recognized that the situation might have to be settled in a more
informal way, not through the union?
SUBJECT: Inclusion and Principals
Date: 96-08-24 13:36:09 edt FROM: Sumner8152
I wrote several months ago asking about info on the administration of inclusion programs. I am particularly interested in the role of the elementary school principal in helping implement successful inclusion programs. Principals-any ideas about your role, responsibilities, etc? Teachers-anything you feel is essential from your principal to help you implement inclusion successfully. Parents-what support do you feel you need from the principal if your child is being placed in an inclusive classroom? I am completing the literature review of my doctoral dissertation. While there is a lot of info on how teachers are implementing inclusion in the classroom, there is practically nothing on the role of the principal.
After serving as an elementary principal for many years, I think that the
role of the principal is critical for a teacher's success. If teachers don't
get the support (emotional and financial), necessary resources, etc, they
need, I think they will have a much harder time with inclusion. I appreciate
any responses. Thanks!
SUBJECT: Re:Inclusion and Principals
Date: 96-08-24 17:51:59 edt FROM: SR92050
I did a paper on inclusion for my MA in EA&S. You probably have most of the same research as I do, but try these: Valesky & Hirth (1992), Ex. Children, 58,399-406; Janney, et al (1995), Ex. Children, 61,425-439; Van Dyke (1995), Phi Delta Kappan, Feb, 475-479; Putnam, et al (1995), Ex. Children, 61,553-576; American Teacher, 79,13.
Good luck!!
SUBJECT: Re: Autistic Inclusion
Date: 96-08-24 23:51:34 edt FROM: Carjoja
Hi, I'm the mother of a 6 yr. old child who is autistic. He will be in an LD class again this year, but we are mainstreaming him for art, music, p.e., and math ( his specialty). Also, I am going to be a personal aide for an autistic child of the same age in a town near me. The district there is doing inclusion. This child will be one of 20 children. In my personal opinion, this is going to be too much for him. He is just less than 2 mos. younger than my own son. I consider myself an expert on autism (most of us parents of autistics do!) I would NEVER put my child in this classroom! I don't know how I am going to seperate my professional from my personal feelings! My son was in a self-contained class last year with 9 kids, a teacher and an aide, and he still required more one-to-one than they could really give, although he made GREAT progress. How is this child in inclusion going to do? What can I really expect? My gut as a parent wants to scream. I know alot of you out there are really for inclusion, and I agree that for many children it is the best choice. But, for autistic children, I seriously doubt this... I would really appreciate any comments, especially from parents or teachers or aides who have tried this. I care about these kids, and I am concerned.
Dawn
SUBJECT: Re: To Okhura/students w/MR
Date: 96-08-24 23:52:33 edt FROM: HnnhMom
This is regarding RhoLaren's comments about a strong union. Yes, I am fortunate to be a part of a strong union, and I still have to fight for my rights because I teach special education! An informal way to solve your problem would be to seek out the help of your building principal. I know this is not always the best of situations, but at least bring your plight to their attention. Also, seek out the help of teachers who are willing to assist you (coverage, attending the reg. class without support etc). Bring in parent volunteers! If your dilemma is not solved, re-read the IEP's of your students and check if the district is providing the level of service they committed. If not, bring in the parents. Rho Laren may feel that this is not-proactive, but the needs of all must be met.
Okhura, are the OT/PT/S&L helping you at all? Keep us informed!
SUBJECT: Re:Inclusion and PrincipalsA
Date: 96-08-24 23:58:48 edt FROM: HnnhMom
As a teacher of children with disabilities, I feel the principal sets the
climate for acceptance for all children. When I see an inclusive classlist,
I know the principal is committed to this type of climate. A principal must
also have the say in the make-up of class lists so they are balanced. A
principal must also stand up to parents who believe that the curriculum is
being "dumbed down for their child because there are many learning
styles/rates happening. A principal must advocate for all children to be
allowed to attend their home school. A principal should have a strong role
in the referral/M-team/IEP process. A principal should get to know the
entire student body and welcome each and every child with respect and a
smile.
SUBJECT: Re: Autistic Inclusion
Date: 96-08-25 00:04:44 edt FROM: HnnhMom
Dawn,
Is the class that this child is in a regular education class or a special education resource room. My advice to you as an assistant is to take the direction from the special education teacher as to this child's programming. He may be able to handle certain situations in a successful way. Capitalize on the positives and suggest as his assistant what seems to work best for him. As a mother, your experiences are concrete, real, and tried and true. Each child is unique, as I'm sure you know. Also, make sure you read the IEP of the child you are working with. This should help guide you and the teacher in making the most of this child's social potential, as well as his academic needs. I commend you for using your expertise to help others. Keep me informed!
Hnnhmom
SUBJECT: Re:I want to include my clas
Date: 96-08-25 00:12:04 edt FROM: HnnhMom
Hi Robin,
Congrats on your years as a special educator. I bet you have some neat stories to tell.
Regarding your problem of wanting to include your students and no teachers
wanting you/them....
it really does happen. Here are some basic ideas to try: seek out the help
of a teacher/s you know and trust and start with a few students; talk to
your building principal about the issue (if you haven't already) and see if
you can get the kids that you support on the classlists; since the children
are language delayed, involve the S/L person; investigate why the teachers do
not want to include the students-talk through the concerns. I bet they are
concerned about being responsible for the students if you are not in the
room. There is a lot of good info out about Curricular Adaptations and how
to teach to include all students. Best of luck to you!
SUBJECT: Re:INCLUSION
FOR THE AUTISTI
Date: 96-08-25 00:21:54 edt FROM: HnnhMom
Because a child with special educational needs/autism, has an IEP, the curriculum must meet these goals and objectives that are INDIVIDUALIZED (lets hope). A student being included in a classroom faces many challenges. If we as teachers think they are going to do everything right along with the class, we are fooling ourselves. Our job, as special educators, is to find ways to actively include students with the capabilities and challenges in mind. Curricular adaptations and modifications can be creative, fun, and involve peers. Inclusion spans beyond just a classroom-it's the hallways, the lunchroom, the playground etc. We must keep our eyes open to natural opportunities for these children, and not constantly view inclusion as all or nothing; in or out. Take time to find these natural times and go from there.
Also, check the IEP statements for justification for removal from the regular
ed. curriculum and instruction-you will realize then what types of "things"
you will need to work on. Best of luck!
SUBJECT: Re: To Okhura/students w/MR
Date: 96-08-25 11:11:01 edt FROM: RhoLaren
I do think your comments were pro-active. You gave the teacher some great suggestions. I hope you did not misread the original letter or my response.
The teacher seemed to assume that all states, etc., had strong unions and
that problems might be settled at the bargaining table. As you remarked,
even if there is a strong union, you have to fight for your children. You
gave the teacher, and others who might read the posts, some wonderful
suggestions on what to do absent the issues on the bargaining table. Good
for you.
SUBJECT: Re: Autistic Inclusion
Date: 96-08-25 22:29:57 edt FROM: Carjoja
HnnhMom,
It is a regular ed. class with 20 kids. I spent over an hour with the child on Friday, and that's why I have such serious concerns. He's not toilet trained, no social skills (he's autistic), hits alot. The "case manager", the spec. ed. teacher has assured me she will be spending most of her time the first month or so with us. I sure hope so. I have an autistic child, but my decisions are mine, and if i goof, I answer to myself. It's totally different with someone else's child. On the other hand, the child did seem to connect with me, possibly (hopefully) because I understand his disability better than anyone else (except his mother, of course). The next few days will tell!! Thanks for responding.
Dawn
SUBJECT: Profoundly MR/reg.campus/HELP
Date: 96-08-28 23:34:03 edt FROM: Carleolady
I've just begun the year as a teacher of a class of profoundly mentally
disabled students just moved to a regular school campus. Anyone else out
there want to talk about it? Having problems bathrooming, "escaping", lack
of facilities. Please e-mail me
Thanks, Elaine
SUBJECT: Re:empowering parents
Date: 96-08-31 00:22:07 edt FROM: SDAY01
As a teacher and parent of a child with special needs I appreciate your desire to know how to empower parents. I believe the most important thing you can give to a parent is OPTIONS. Let parents know that THEY are the experts on their children and they can help make choices that will benefit their children. No matter how serious the disability, there are always OPTIONS and CHOICES-no matter how insignificant they may seem to the teacher, to a parent, every little decision has a big impact.
SUBJECT: Last Minute Help Needed!
Date: 96-09-01 14:56:36 edt FROM: TFP5090
HELP! I know that everyone is busy with the beginning of the school year, but I hope that someone will have the time to e mail me some suggestions. I am a resource room teacher with a pull out program of 30 students. I was just told yesterday that I will be responsible for the IEP of a 6 year old Down Syndrome girl who will be fully included in a grade one class. The parents requested full inclusion. This girl is functioning at a 3-4 year level in some areas, though from what I have read, her language skills appear to be below that level. I respect the parents' request, have read about successful inclusion, and want to plan an appropriate program that includes her in classroom activities with modifications to her skill level. MY TOWN DOES NOT HAVE AN INCLUSION PHILOSOPHY!!!! Therefore, the general ed teachers have not participated in workshops, etc. Inclusion is only implemented upon parent request. She will have a one to one aide which is good because with my schedule, I won't be able to spend time in the class. I spoke to the teacher, and her attitude was..."Well, she'll have an aide." I spoke to the aide, and she has no experience with MR. Needless to say, I'll be having a team meeting soon. However, this child will be entering the grade one class one Tuesday. I don't want her to be overwhelmed. I will have about 20 minutes on Tuesday a.m. to meet with the aide. Does anybody have any hints on modifications I could start out with. I can't stand the thought of this classroom being so over her head. I thought that I could have the teacher ask her a literal question with a visual cue during story time. I thought that during writing, I could have the aide help her learn her name. (She can print her first name.) However, there is a great deal more to the day than those two activities. Can anyone send suggestions. I have read the Downs message boards, and have found some nice references to send for. However...Tuesday is in two days!!!!! This is my first inclusion experience, and I want it to be positivie for the student. Thank you so much for taking the time to assist me.
TFP5090 @ aol.com P.S. Sorry for the caps, SusanS29, but I am calling for help!!!!
SUBJECT: Re:Last Minute Help Needed!
Date: 96-09-01 17:14:03 edt FROM: SusanS29
I think you should brainstorm about first grade work and how it can be easily modified.
For instance, if the class is working on initial consonants, the child with DS could work on forming the letters. While the others are adding and subtracting, she could be doing counting activities.
I would keep a box of "fall-back" activities handy, things you've figured out she can do-not just busy work but a child with DS will need lots and lots of review.
Hope that helps.
SUBJECT: SIE I STUDENTS IN GEN ED JHS
Date: 96-09-02 00:08:57 edt FROM: SSROX
I need educated opinions from other teachers on how they feel about severely
retarded 14-16 students
placed in general ed academic classes with full
supports (paras, sp ed teachers). Can we really expecte these children to sit
for 45 minutes in these
chalk and talk classes? Please talk to me.
SUBJECT: mmr/cp child in1st gr. class
Date: 96-09-02 12:29:04 edt FROM: RNoble6002
I have a mmr/cp child in my 1st gr. classroom this year. She has very limited use of her hands (can't hold a pencil), requires full asst. in toileting and feeding. I only found out about her 1 day before class began. My school won't hire a full time asst. for her but I do have a TA in my room part of the day. I NEED HELP!! Any suggestions- the SP. ED. teacher has not been very helpful.
Please post here or E-mail me. Thanks!!!
SUBJECT: Re:mmr/cp child in1st gr. cl
Date: 96-09-02 22:54:08 edt FROM: Okuhara
RNoble6002,
As a SPED teacher of K-4 students who are mainstreamed into general ed. classes I am sometimes overwhelmed myself with all the responsibilities of modifications, making sure the students get to class when they are supposed to be there, worrying about the students that I am not able to "sit with" directly. Believe me it is a very frustrating job trying to keep up with the academics and educational plans that are supposed to be happening in my own room while still trying to provide all the support that the general ed. teachers need.
My suggestion would be to talk with the SPED teacher (sit down and talk) and explain how nervous you are about this particular student, because you want to meet the needs of all your students. I think if you really made it clear that you want this student in your class, but need some help the SPED teacher may realize this and begin to provide more support. I would.
Let us know how things are going, because I would be willing to offer suggestions the best I can without knowing the student. I do have a 1st grade DS student mainstreaming in a first grade class and would be willing to share with you some of the things she is doing.
Good luck!
SUBJECT: Re:mmr/cp child in1st gr. cl
Date: 96-09-03 10:22:21 edt FROM: Viv Worth
I am a parent of a child in 2nd grade with three included children in the class. Your letter perfectly stated my fears. Is the teacher recieving adaquate help to meet the needs of these kids and what as a parent can I do to make her job easier? School has been in session for a week now and I have not spoken to the teacher about my concerns because I do not want her to think that I am against these special children in my daughters class. How do I intiate a conversation with her? School politics being what they are, how do I know that I am getting a truthful answere rather than what the princlipal has told teacher to tell parents. I truly think that mainstreaming can work, but ONLY if adaquate training and assistance is at the ready. If, as has been the case at our old school, the teacher has been dumped with a bunch of children with special needs, plus regular kids, a full size class and no assistance I will raise bloody hell to get her the help that she and the students need.
How do I go about this with out making a great deal of enemies. A few I can deal with.
Once again, I am on the teachers side.
Vivian
SUBJECT: Re:mmr/cp child in1st gr. cl
Date: 96-09-03 10:53:13 edt FROM: SusanS29
"bunch of children with special needs, plus regular kids, a full size class and no assistance I will raise bloody hell to get her the help that she and the students need.
How do I go about this with out making a great deal of enemies. A few I can deal with."
You are absolutely right, Vivian.
"Dumping" kids with special needs back into regular classrooms without adequate support hurts everyone-the child with special needs, the children without them (in ways you may not have guessed yet), and the teacher.
The way to fight it is to gather support. Talk to other parents quietly.
I'll tell you an interesting story. I enrolled my daughter in a private kindergarten. She seemed absolutely miserable. So I invited all the other mothers (14 of us in all) over on Saturday afternoon.
Seven came, and we were *all* upset.
By November the teacher had been let go. She was incompetent to teach kindergarten.
You are undoubtedly not the only concerned parent.
SUBJECT: Inclusion-parents'
objection
Date: 96-09-03 22:31:59 edt FROM: SWSKATES
I and a co-teacher are beginning our second year teaching an inclusion class
- 4th grade. We have several parents of "regular" students objecting to their child being placed in a class with students with special needs (SLD). Our principal has suggested (ordered) that we down-play the idea of inclusion and in fact not even tell parents that the class is an inclusion class. I have been teaching special ed for 15 years and believe that the idea of inclusion benefits everyone. I realize that our principal must be more aggressive in support of inclusion. However, does anyone have any ideas on how to handle these parents objections? Some parents are even pulling their children out of the school to avoid inclusion - not realizing that the class they end up in may be mainstreaming or may even be an inclusion class. Some of these children were in inclusion in the 3rd grade but the parents did not know it. Any suggestions would be helpful.
Thanks
SUBJECT: Re:Inclusion-parents' objectio
Date: 96-09-04 01:17:54 edt FROM: J 142e
e-mail me about this for I am very intersted in your problem.
SUBJECT:
Re: Inclusion-parents' object
Date: 96-09-04 15:44:42 edt FROM: Viv Worth
The Parents are concerned because they dont want the education that thier child recieves to be slowed down to accommodate the kids with special needs. Its that simple. Your principal is dead wrong to down play inclusion. The parents should be told the severaty of disabilties in relation to extra help needed or extra time spent. I f the parents can see that thier childs class cirriculum will not suffer in the least theyProbably will not object any further.
I had a meeting with my childs teacher because of the above mentioned fears. My daughters teacher told me,not who, but what was involved in caring for these kids. She assured me that there will still be lots of enrichment work. As a result of the six kids who are pulled out for reading and math, the teacher has only 19 during those subjects. Which in my opinion, is one of the benefits to the regular kids in an inclusion class.
You might also assure them that you have plenty of extra help if and when
needed.
SUBJECT: Re:Inclusion-parents' object
Date: 96-09-05 23:17:57 edt FROM: SusanS29
"The Parents are concerned because they dont want the education that thier child recieves to be slowed down to accommodate the kids with special needs. Its that simple."
The kind of program described in this case has been done for decades in many
places across the country and works well. It doesn't "slow down" the other
students' education.
SUBJECT: Re:Inclusion-parents' object
Date: 96-09-06 01:35:45 edt FROM: J 142e
What if any other compromises has the principal made to accomadate parents that feel this way?
The thought of this situation goes against all that we are trying to
accomplish to make schools excellent places that our children can learn to
deal with all types of people. Lets aks the parents with the special needs
children how they feel.
SUBJECT: Re:Successful Strategies
Date: 96-09-06 23:40:40 edt FROM: TashaVR
I have been a special education teacher (L.D./E.I) of both third and fourth graders for twelve years. The community is small and rural. I have tried many different strategies to service a caseload of 20 or more students. I began my most successful program seven years ago by finding a regular ed. teacher who actually believed that what I did was not something magic-he believed that all students could learn. I clustered my 8 - 10 fourth grade students into his class of 26-30 students. He teaches their reading group. I spend about half of the school day in his (our) team room working with all students. We work on study skills, self esteem, teambuilding skills, etc...
None of the students see me as "the SPED Teacher". There is no stigma. I
teach social studies to the entire group. Both teachers have learned from
eachother and can support eachother. Parents love the program-general ed
and special ed. The program has been so successful that parents demanded it
be continued through the eighth grade. Sure, there are those well seasoned
general ed teachers who can't possibly see how it can possibly
work...fortunately they are close to retirement. Others have actually asked
if I could work out something with them. I now team teach third grade half
the day, and fourth grade the other half. The third grade teacher has been
teacher has been teaching for at least 20 years and felt that she needed to
try something new! I have an open door policy for any student. I do have a
paraprofessional for the first time this year. What a great addition to the
program. She is with the class that I am not with at the time. I can
honestly say that I feel no sense of burnout. I think that having someone
else to relate to in the classroom helps reduce the daily stress that can
occur while working within the special education system. Previous student
teachers have tried it with success in larger urban communities. P.S. Try to
choose a partner with a good sense of humor and a reasonable amount of
flexibility! It really works!
SUBJECT: Re:Using a study carrel
Date: 96-09-06 23:47:50 edt FROM: TashaVR
Dear KMBrill,
If the study carrel is called an "office" for any student who needs some privacy to do their personal best-it won't be long before your child has to fight off the others who want to use it, too!
From, TashaVR
SUBJECT: Re:Moved-pull-out vs. inclusi
Date: 96-09-06 23:58:08 edt FROM: TashaVR
To: CoTEACHNET
I totally agree with you. My program works in the same way. If a student or smaller group needs to be pulled out for a subject-I arrange it. We look at the individual needs of each student and go from there. Accomodations are made for all students-special ed. or general ed. I never thought I'd be a believer....but wow...what a difference this has made in the attitude toward special education in our community. I never thought I'd actually have the parents of general education students asking us to find a way to get their kid into our class!! We've found a way to to make everyone feel important and unique.
From, TashaVR
SUBJECT: Re: Viv Worth
Date: 96-09-07 02:12:01 edt FROM: Glendale 4
Here is what might work. During the open house that the teacher/school should have, gather names and phone #s so that you can contact parents and form a support group for teacher. Help teacher with Parent volunteers (even 1-2 hours a week) or maybe see if teacher can get student peers from other classrooms.
Let teacher know that you are willing to help her/him with "all" students. L:et the administration know that you are going to help in your children's room and that you are going to help the idea of mainstreaming. People need to stand firm when dealing with the schools. In Arizona, where I am, this situation has been going on for 7-8 years and parents and teachers are becoming stronger in their expressions when dealing with all types of children in the classrooms. Let teacher know that you are ready to help her and get phone #s or bump into people who have children in that classroom.
Have teacher pass your phone # on to the parents of the Special needs kids in
her/his room. Good Luck Glendale 4
SUBJECT: Re: Viv Worth
Date: 96-09-09 22:23:38 edt FROM: RNoble6002
If you have the time, volunteer in your daughter's classroom. This way you can see for yourself how things are going and hopefully help the teacher and possibly a special needs child. I know I would love to have a parent spend an afternoon one day a week with the special needs child in my first grade classroom, especially when I am not getting any assistance from my TA! This may ease your mind and I'm sure your daughter and her teacher would love it.
Good luck.
SUBJECT: speech/language - inclusion
Date: 96-09-11 13:58:28 edt FROM: Rhauzer16
I'm a Speech Pathologist in the public schools. Our administration is
encouraging us to deliver more of our services in the regular classrooms. In
the past I have had very mixed results with inclusive situations. In
particular I'm concerned about the lack of planning time that I've always
heard is absolutely necessary for successful inclusion. I would appreciate
any comments or suggestions from any of you regarding models that work, ones
that don't, and factors that are critical for successful implementation of
speech/language services in the classroom. Thanks, Rh
SUBJECT: Re: faculty
inservice
Date: 96-09-12 23:31:27 edt FROM: Readerro
I have been asked to prevent an inservice to our teaching staff on inclusion. We are a parochial school and we have a small number of children with disabilities ranging from autism to dyslexia. Does anyone have any ideas for a meaningful inservice that will raise awareness and educate faculty? The teaching staff is all regular education (my background is special education, though I am teaching kindergarten currently). We have already provided information about specific children, so I am not looking for those type of role playing activities. We need to back up and provide information about inclusion in general. Any ideas? Please e-mail me.
Thanks.
SUBJECT: Readerro
Date: 96-09-14 14:48:49 edt FROM: Texok
I am a SEC teacher (Specialized Emotionally Challenged). I have presented
numerous inservices and helped prepare a Parental Introduction to SEC. Would
you be interested in having copies of my handouts? If so, when are you
supposed to present the inservice and do we have time for me to mail them to
you?
SUBJECT: Circle of Friends management
Date: 96-09-15 12:29:14 edt FROM: HABES4506
I am looking for help in setting up a cirlce of friends for my 4th grade, POHI student through his mainstream 4th grade classroom. He is new to our school, has had social problems in the past, and will go on to middle school next year. This is a crucial year for him to develop friendships. Any suggestions would be greatly appreciated. I am unable to push in to his class, but the counselor or gen. ed. teacher may be able to implement.
SUBJECT:
Re: faculty inservice
Date: 96-09-15 17:37:11 edt FROM: SR92050
I have inserviced staff both at my high school and at other conferences. Try getting the videos "Educating Peter" from HBO (they produced it) or "Fat City" specifically on LD. Contact CEC at the state or national level for more info. They usually send out literature about available material.
SUBJECT:
Re: inclusion questionaire
Date: 96-09-15 22:43:33 edt FROM: TMarlis
I am writing my thesis on inclusion. I have to develop a questionare with four or five questions. If n anyone has done any similar work, I will appreciate some ideas. I am thinking of interviewing students, parents, teachers,administrators, and special ed. teachers.
Thanks,
TM
SUBJECT: Re:Inclusion.....can someone
Date: 96-09-15 22:52:35 edt FROM: CHARGBACON
WOW. I just fought the same battle. I came from a school that very much agreed with inclusion and my new school does not agree with it in the least.
Anyway, being new, I just started off the school year like I had been
mainstreaming for years. The only real negative comment I have received is
that my students are not participating with the group because the work is too
hard for them. In order to solve this problem, I told the regular teacher I
woud "volunteer" several times a week to help my student and others (so as to
not single out the spec. ed student). This is turning out to be very
positive.
SUBJECT: Re:Inclusion
Date: 96-09-15 22:55:56 edt FROM: CHARGBACON
I recently got a student in my special ed. class who very clearly belongs there (considering his rare syndrome). Anyhow, his mom decided she would rather have him fully included in the regular 1st grade, even though he needs a full time aide. I don't know much about full inclusion and am curious myself. What are the expectations for the special ed teacher? How long do I give him before the reg. teacher gets completely frustrated? Who is responsible for him even though he cannot perform at at first grade level?
Please write back M Bacon
SUBJECT: Re:Inclusion
Date: 96-09-16 00:34:43 edt FROM: SusanS29
Inclusion doesn't mean the child is required to do grade-level work.
The work is modified. There's no reason for the classroom teacher to be
"frustrated" unless someone tells her this child has to do grade-level work
whether he or she can handle it or not (that would be sabotauge of the
inclusion effort).
SUBJECT: Re:Inclusion-CHARGBACON
Date: 96-09-16 01:58:00 edt FROM: Glendale 4
The Spec Ed teacher is there for support in and out of regular room, to modify lessons and materials, and to help councel frustrated reg. ed staff. Modify, monitor, and adjust all lessons, observe and record behavior of special needs kid and regular kids. If you work closely with reg. ed. teacher and classroom aide then no one should get frustrated soon. The major goal of this kid should be socialization at grade level NOT academics. Soon.
I'll keep in touch. Glendale 4
SUBJECT: Conduct Disorder - Inclusion
Date: 96-09-17 20:53:51 edt FROM: Freshies
Does placing a special needs child with a conduct disorder in an inclusion classroom alleviate or escalate the disorder ?
NEED HELP!!!
Please respond.
SUBJECT: Re:Conduct Disorder - Inclusio
Date: 96-09-18 17:58:08 edt FROM: SusanS29
"
Does placing a special needs child with a conduct disorder in an inclusion classroom alleviate or escalate the disorder ?
NEED HELP!!!
Please respond."
It depends entirely on how it's handled. No matter where the child is placed, progress will depend on what interventions are used.
SUBJECT: Re:Model IV inclusion?
Date: 96-09-19 13:58:32 edt FROM: Dabney496
Hi. I am new to Special Education. I am certified in secondary ed. As part of my graduate study I am researching methods of inclusion. Can anyone tell me about some methods? What is Model IV inclusion?
Thanks,
Dabney496
SUBJECT: integration . . .
Date: 96-09-20 01:58:18 edt FROM: Allegra72
I was wondering how some teachers (regular or special ed) could answer the following question:
What conditions are necessary for the integration of students with disabilities and students without disabilities?
Please interpret the question as it pertains to you in your work setting.
All answers are much appreciated!!!
SUBJECT: Re:integration . . .
Date: 96-09-20 19:16:33 edt FROM: SusanS29
"What conditions are necessary for the integration of students with disabilities and students without disabilities?"
Only one:
Lots of support for the students with disabilities and the teachers who have
them in their classrooms. When that's in place, anything can be done, and
done well.
SUBJECT: Re:SIE I STUDENTS IN GEN ED
Date: 96-09-20 21:20:37 edt FROM: KarenL2888
Scanning the posts I have missed, I dont see a reply to your query, so please permit me to respond. I have a 14 yr old with MR who does indeed sit in the chalk and talk classes of high school. He takes notes, has photostats of the teachers notes, takes tests which have adapted scoring implemented to measure his growth, participates in lab work, and has his own texts. He opens his locker, carries his lunch ticket, keeps his daily journal, brings home his homework, goes from class to class, and unless you knew him, you most likely wouldnt notice him unless he did something to alert you to his disability. Now, I am not saying it works well for all kids, because we all know all teachers, students and school districts are not implementing effective inclusion. Im not saying every day is rosy and we dont have outr share of trouble. Im not saying I even know where to begin the Transition IEP, because I dont. But, yes it can work on the Jr High and HS levels. Actually, if it is begun earlier, the HS program is just a continuation of services and supports, and sitting in the class isnt a newly acquired skill at all. My 2 cents.
Karen, very proud mom to Dan
http://members.aol.com/karenl2888/dan.html
SUBJECT: Re: inclusion
Date: 96-09-21 01:30:36 edt FROM: J 142e
I see where some parents get so wraped up in advocacy for their child that
they loose sight of the prime objective that brought them to this point in
life. Does anyone see parents that are too wraped up in this. ?
SUBJECT: Re:
inclusion
Date: 96-09-21 09:18:34 edt FROM: TLVAIL
Yes- And I also see teachers who get so wrapped up in their own value to a child that they don't see the benefits of any inclusion. Then you have two people butting heads instead of working together to come up with a plan in which the child will be successful. Trust me, if the special ed teachers don't feel inclusion is appropriate and parents push for it anyway- it will not be successful. I'm an SLP who has tried to stay out of the "fire" during a debate on putting a high functionin AU kiddo into a regular kindergarten. Parent wants all day with an aide- Teacher want gradual inclusion into 1 area at a time after his routine is established at shcool. The AU program has primarily moderate to severe AU kids in it- lower funtioning than this kiddo. Mom wants him around normal kids. I've agreed to Speech therapy in a regular kindergarten during center time so I can work on socail scripting with him.
Mom "won the battle" - He will spend 3 hrs in the K class and resource to the
speech/language impaired self contained class so he won't spend any time in
the AU class. Now the AU teacher had "washed her hands" of the kiddo and
refuses to help structure the class or work on a daily schedule for him. I
believe this child can be successful and have tried to talk to the AU teacher
but her attitude is "Mom will see that he can't handle an environment without
structure!" She's mad at mom but the kid will suffer. So will the regular
ed teacher and the other kids in the K class when the child starts acting out
because he hasn't gotten the needed support in that classroom. Should I go
ahead and give the regular ed teacher reading material, help develop a daily
schedule for him and help with behavior modification? Would this be
political suicide? Could I live with myself if I allowed this child's first
experience with inclusion to be sabbatoged? Any ideas?
SUBJECT: Re: inclusion
Date: 96-09-21 13:05:09 edt FROM: J 142e
It sounds to me at this point that the AU teacher and the parents need more special help than the child. Washing your hands of a situation dosent make it go away it makes it worse because of the anamosity it creates between both school and parents.
This is what I am trying to see ,if there is a pattern that needs to be broken with the inclusion aspect and if it does then what would be a good solution that would be accetable for all parties involved (mainly the child) We tend to push harder for what is good for the child and in the process we end up losing sight of what we really need to do.
I am not an expert on the subject of inclusion and am learning daily that this road has many unfilled holes that we can hit .
As far as getting the information to the regular ed teacher all I can say is that kids with special needs dont go away at the and of a school year and if your job as a educator can be made easier by having training or support to make it beneficial for ALL !! children than I say why not.
With the amount of kids that are diagnoised on a yearly basis with some sort of learning disability even after they start school why would you want to not have programs in place that you could use any time you need them.
SUBJECT:
Inclusion/Grading...Again
Date: 96-09-22 11:41:55 edt FROM: CArciero
I'm surprised we did not receive ANY responses. THIS is a frustrating issue for us.
In our inclusionary classroom, modifications are made for SPED (Special Education students eith IEPs) and GRAY area students. Our "old-fashioned" (A, B, C, D) report cards (which parents like!) reflect success students have made with varied modifications.
Our hearts break for these students (especially GRAY) when NO modifications are made in 4th and 5th grade classrooms and their grades plummet (along with their SELF ESTEEM/not a "dirty word"/, and motivation.
In some cases, even SPED students receive grades of "D."
Does your school have a grading POLICY which covers SPED, Gray, and all other students? Have you done away with traditional grades? How to regular ed parents react to new grade-reporting systems?
I hope to hear from someone!
SUBJECT: inclusion and the gifted chi
Date: 96-09-22 12:08:28 edt FROM: Mommytrk
My 8 year old daughter has been in a pull-out gifted enrichment program (such as it was) in grades one and two-she entered third grade this fall. The school has changed over to an inclusion model-I am told she will be receiving in-class enrichment two days a week. I volunteer in the classroom one day a week, and frankly the teacher is overwhelmed. She now has 3 children who were previously in a behavior-management class, and she spends most of her time with them. How is gifted enrichment handled in the inclusion classroom?
I can already see that this will be given a low priority in the scheme of
things.....
SUBJECT: Inclusion cross categorical
Date: 96-09-22 15:39:02 edt FROM: LRAndrella
Next year we will be going to inclusion of cross categorical (LD & DH) grades
3-6. This will involve 3 teachers. Presently we have a pull out program with
LD in separate classrooms from DH. If anyone has any suggestions to help
make this a successful change please e-mail me at LRAndrella.
SUBJECT: Re:Prader
Willi Syndrome
Date: 96-09-22 16:37:52 edt FROM: SZYTEACH
I had a student in my class with Prader Willi. If you want to discuss this
further, please write me at SZYTEACH@aol.com
SUBJECT: Full Inclusion Program
Date: 96-09-25 21:23:45 edt FROM: Yodarodeo
Have just started a new middle school program centered around the application of technology to education, general life, careers, etc. Currently utilizing full inclusion of 5 classified students, with the potential for a sixth to be added to the program (total of 31 students + 3.5 teachers). I am looking for resources to more fully understand the needs of classified individuals (all PI after CST modified their IEP's to force fit them to the program). We utilize team-teaching, cooperatvie learning and problem solving, students eem lost in the grand scheme of things. Any practical ideas that i could possibly apply to our fledgling program?
Thanks!
SUBJECT: Re:Inclusion/Grading...Again
Date: 96-09-27 01:05:37 edt FROM: Okuhara
Dear CArciero,
I am a SPED teacher of a self-contained 1st-4th grade class with mainstreaming for the students in PE, fine arts, lunch/break, science, and social studies. Our district has "learning outcome" sheets for each general ed. teacher who teaches a SPED student. These learning outcomes highlight 5-8 objectives off the student's IEP that the student should be working on in the general ed. environment. Some of the students may have 1-2 academic objectives, but most of the objectives highlighted are socialization and adaptive behavior.
The learning outcomes accomplish 2 major goals:
1. Sometimes the general ed. teacher can't understand why the SPED students are placed in their classroom if they cannot learn the same concepts as the general ed. students. The learning outcomes provide the general ed. teacher a reason why the SPED student is in their class and shows them what the student should be focusing on while in the classroom.
2. The learning outcomes are also used to give the student a grade for that class. If a student is "making limited progress" they are assigned a 75%, "making progress" is an 85%, and achieving outcomes is 95-100%. If the student has 5 objectives and they are making different levels of progress for each objective the percentages are averaged and a grade figured from that.
This learning outcome system seems to work very well for my school for the SPED students.
Since I don't work with the GRAY students or the LD students I can only tell you what I know from my SPED co-workers who do work with these students and teachers. Grades are given by the general ed. teacher, but the general ed. teacher and the SPED teacher discuss the grades and modifications. Sometimes the GRAY/LD students are given low grades (D,F) and this does anger the SPED teachers, especially when modifications were either not provided or were not appropriate. However, if there is consistent collaboration between the teachers during the course of the grading period, the SPED teacher can intervene when needed and really work with the child to help bring up the grades. It is frustrating for the SPED teachers when the student receives a low grade and the SPED teacher wasn't expecting it.
I hope I helped at least a little. If you would like a copy of the learning outcome form that our district uses, I would be happy to mail you a copy. You can e-mail me at Okuhara@aol.com.
Good luck!
SUBJECT: Re:Inclusion/Grading...Again
Date: 96-09-27 09:57:32 edt FROM: RhoLaren
Okuhura-
It sounds like your system is doing some superb things. Thank you for sharing
some of the details. You, yourself, seem to understand the confusion of the
regular education teacher. No wonder the program is a success. Wish all
could do an IEP like you do. Wish all would highlight areas in which the
regular ed teacher should work, recognizing that he/she cannot do all
him/herself. Thank you, again.
SUBJECT: Re: ??Pay for sp ed material
Date: 96-09-30 19:36:26 edt FROM: DODDSQUAD
I have worked in x-ed for 5 years at 2 different public schools, we have had
books give to our class rooms of CD kids and then taken away because the Reg
kids didn't get them. Most recently our C. D. Class of 13 has been
loosing gym because of lack of time for the gym teacher and space because
they had to make room for the New 7th grade class. Our lunch room is also
the gym and auditorium. I personally think that this stinks and I am tired
of "our kids coming last when in fact they should come first! Ellen
Dodd
SUBJECT: Re: ??Pay for sp ed material
Date: 96-09-30 19:53:12 edt FROM: RNerenbaum
IF YOU HAVE A SCHOOL BOARD MEMBER THAT YOU CAN GO TO AND THAT IS REALLY
SUPPORTIVE OF THE SPECIAL EDUCATION CLASSES THEN GO TO THAT PERSON. THE
OTHER SUGGESTION IS TO GO BEFORE THE SCHOOL BOARD AND LET THEM KNOW WHAT IS
HAPPENING. THE STUDENTS IN SPECIAL EDUCATION AHVE JUST AS MUCH RIGHT TO BE
IN THAT GYM AS ANY OTHER STUDENT IN THAT SCHOOL. LET THE PARENTS KNOW WHAT
IS HAPPENING. LET YOUR PTA KNOW ALSO, THEY ARE IN THE BUSINESS OF
ADVOCATIONG FOR ALL CHILDREN. DO ALL THESE CHILDREN HAVE TO BE IN SP. ED PE
OR CAN THEY BE IN REGUALR PE WITH SUPPORT? i WOULD LOVE TO KNOW WHAT SCHOOL
SYSTEM THIS IS. I KNOW HOW YOU FEEL I WENT THROUGH A TIME WHEN MY SON'S
CLASS WAS KICKED OUT OF THE GYM. BUT I TOOK STEPS AND THEY GOT THE GYM BACK.
SOMETIMES IS JUST TAKES GOING TO THE TOP. LET ME KNOW IF I CAN HELP. SARA
NERENBAUM
SUBJECT: Re:Inclusion: Comparing Prog
Date: 96-09-30 20:20:14 edt FROM: ACrens9530
DOES INCLUSION MEAN 100%? lET US NOT FORGET THAT PARENTS FOUGHT HARD FOR SPECIAL SERVICES. i AM ALL FOR MORE TIME IN THE REGULAR ROOM BUT LETS LOOK INDIVIDUALLY AT THE STUDENTS AND DETERMINE WHAT IS FOR THEIR BEST INTEREST.
i WORKED AT A SCHOOL WHERE THE RESOURCE TEACHER HELPED STUDENTS WITH THEIR
WORK-SHE WAS A HELPER-ALBEIT AN EXPENSIVE ONE.
SUBJECT: SPECIAL HELP
Date: 96-09-30 20:56:42 edt FROM: Bowlegdst
I AM CURRENTLY DEVELOPING A THESIS ON ADMINISTRATIVE ATTITUDES TOWARD
INCLUSION VERSUS TEACHER ATTITUDES TOWARD INCLUSION ON THE ELEMENTARY LEVEL.IF ANYONE OUT THERE HAS ANY INFORMATION THAT I MAY USE PLEASE POST IT OR E-MAIL ME AT bowlegdst@aol.com Anything would be greatly appreciated. also if anyone has a survey that has been used to test attitudes, please help
SUBJECT:
PEOPLE!!!! (smile)
Date: 96-09-30 21:04:33 edt FROM: SusanS29
DON'T post in ALL CAPS.
It's hard to read.
Thanks.
SusanS29, Host
SUBJECT: Re:Inclusion/assessment
Date: 96-09-30 22:09:56 edt FROM: Burnettsan
Hello
I am looking for ways to report progress in a meaningful way to parents of included studens. I teach k-3 learning support, a class which includes multiply handicapped, specific learning disabilities,autism, and emotional support.I use a graet deal of curriculum based assessment, and authentic assessment including portfolios and performance based assessment. I need some unique ways to translate all this data into a mangeable report card. Any ideas would be appreciated- we need to formalize ideas for district with 10 elementary, 3 middle and 2 high schools. Thanks from PA.
SUBJECT: Re:Inclusion:
Comparing Prog
Date: 96-10-01 01:20:37 edt FROM: J 142e
Did the resource teacher at any time help any other children that werent special needs kids in the classroom?
For if she did then we know that price that we put on her is no longer an
issue when it works for the collective whole.
SUBJECT: Re:Inclusion/assessment
Date: 96-10-01 02:40:43 edt FROM: Okuhara
Burnettsan,
I teach a K-4 SPED self-contained classroom of students with mild to moderate MR and autism. These students go into the mainstream for homeroom, lunch, PE, science,and social studies. They work on specific academic goals in my classroom.
In my district we are required to use the same report card for the SPED students (MR, AU, multi-handicapped, etc.). Well, you know as well as I do that a report card for these special students does not tell a parent anything. I have talked to the SPED administration, but always get the same answer - use the same report card. What I have done is include a progress report with the report card that outlines the IEP objectives that have been covered during that grading period and what kind of progress (none, limited, measurable, or objective mastered) the student has demonstrated. It is a little more work, but the parents are able to see exactly what objectives their child is working on and how they are doing. The progress report is not that elaborate - it is one page long (I limit it, because if I didn't I would write 3-5 pages on each child). The information is very concise - specific objective and 1-2 short sentences on what kind of progress has been observed.
I also assign grades based on how much progress they have made - from limited progress (75%) up to objective mastered (95-100%).
I send a copy of this progress report to the general ed. teachers so they can see what kind of academics their SPED student is accomplishing in the SPED room.
Hope this helps.
SUBJECT: Re: To Okhura/students w/MR
Date: 96-10-01 03:07:49 edt FROM: Okuhara
I just wanted to update everyone on what has been happening since my posting dated 8-17-96. After 4 weeks of hearing that "help is just around the corner", which is what I had been hearing since last May, I submitted my request for a transfer to the principal. My request stated that if a general ed. position became available I would like to be considered for the position. At that time I felt that as a SPED teacher I was not being effective and that I would be more effective as a general ed. teacher mainstreaming SPED students (our district has not yet gone full inclusion). At the same time I kept up a constant dialog with my diagnostician, my SPED coordinator, and, of course, the administrators in my building.
Today, two weeks after my request for transfer, a new assistant started! For the first day since school began I was able to finish a lesson in my classroom! The new assistant is only with my class for 30 minutes in the morning and 45 minutes in the afternoon, but it has really made a difference having that second person in the room, especially when 3/4 of the students are working on academics and the others are working on functional living and vocational type skills. I still have "a-ways" to go ... training the new assistant (who is wonderful!), more support for the general ed. teachers who mainstream, and (still) trying to fit everything into a very busy day, but I can see the light at the end of the tunnel now!
When I wrote the original posting I was very frustrated, because I was trying to get everything done and I couldn't do it. Three weeks ago I decided that I couldn't do everything, but I would try my hardest AND not get too upset if I couldn't accomplish all the goals for the day. That alone helped my attitude.
Also, another SPED teacher in the building was able to let her assistant take my autistic boy to lunch and break so I now get 60 minutes for lunch and conference time. It is still not the 75 minutes I am supposed to have by law, but it's 60 more minutes than I used to have.
Thanks everyone for your ideas and encouragement. I hope I have provided a
bright note by sharing this with you!
SUBJECT: Re: ??Pay for sp ed material
Date: 96-10-01 23:43:44 edt FROM: MRogers140
Sara, A teacher who did what you just suggested
would probably end up flipping hamburgers. Situations like this need to be
handled by parents and
their advocates. A teacher should talk to her imediate supervisor about her
concerns.
SUBJECT: INCLUSION HHHHEEELLPPP
Date: 96-10-02 19:17:17 edt FROM: AnthonyPE
MY SCHOOL JUST STARTED INCLUSION. WE ARE GETTING NO SUPPORT. ARE THERE SUPPOSE TO BE TWO TEACHES IN THE ROOM AT ONCE? PLEASE HELP ME
SUBJECT: team doesnt get it....
Date: 96-10-02 19:35:25 edt FROM: Reads247
Does anyone have experience working with a team that doesnt see, value,
understand the importance of a special education staff person and special
education children in the program? Today a team mate referred to me as the
"sixth wheel". Im assuming that is even less important than a fifth
wheel..... Any suggestions?
SUBJECT: Re:Inclusion-parents' object
Date: 96-10-02 19:38:33 edt FROM: Reads247
Be glad your partner doesnt have this problem. mine does.
SUBJECT: Re:INCLUSION
HHHHEEELLPPP
Date: 96-10-03 20:20:15 edt FROM: SusanS29
Anthony I hope you find the info you want but please don't post in ALL CAPS.
Thanks.
SusanS29, Host
SUBJECT: Re:team doesnt get it....
Date: 96-10-03 22:23:30 edt FROM: Wheels2082
Reads,
They don't realize all that you do in the course of a school day in order that the teacher doesn't have to do it. Explain to them even though you probably don't have a degree (I'm guessing) you're as professional as they are, and you should giv imput because you work with the child too whcih creates insights, too.
Dawn
SUBJECT: Re:INCLUSION HHHHEEELLPPP
Date: 96-10-04 00:33:54 edt FROM: Okuhara
Dear AnthonyPE,
It is ideal for there to be two teachers in the room, however it doesn't always happen that way. For the last two years I have been "screaming" for more help, because my assistant was not able to stay in the room with me. The assistant was needed to go lunch, PE, and classrooms with other children leaving me in the room by myself with all the rest. I finally did receive more help this Monday. I have another assistant in my room for 30 minutes in the morning and 45 minutes in the afternoon, and it has made a world of difference!
Can you give us more information? Are you a SPED teacher or General Ed? How many SPED students do you have in your room? If you are general ed., is there a special ed. facilitator or any type of special ed. personnel in your school who is "supposed" to be acting as support, but is not? How supportive is your administration? What kind of training and/or preparation did you receive, if any? Are you totally responsible for the student's IEP objectives?
I am a SPED teacher of a self-contained class with students who have mild to moderate mental retardation and one autistic student. Although we are not an inclusive district, our students are mainstreamed for a large part of their day. The students who require extra supervision, due to behaviors or medical reasons, have an assistant who goes with them. Some of the students go to their mainstream class by themselves, and I provide the general ed. teacher with work modifications and suggestions for including the student in their daily class activities. I would like to be able to help these teachers more, but don't have the manpower.
I hope I can help you out some. I may be able to if you can provide some answers to the above questions.
SUBJECT: Re:INCLUSION HHHHEEELLPPP
Date: 96-10-04 07:58:03 edt FROM: RhoLaren
Okuhura,
You sound like a great person. As a regular ed teacher, I appreciated your comments on providing work modifications for your children. You understand that the regular education teacher may be at a loss as to what to do. You are a gem.
Your comments are also one of the reasons I have looked with skepticism on inclusion. You mention that you and your assistants are spread thin. How anyone in his/her right mind could have thought that in today's shrinking educational dollar climate, that schools were going to be adequately staffed is beyond me. You sound like your school is doing as good a job as it can, and you do have assistants. And you recognize that you are all spread sooooo thin. I am concerned for all the children in settings wherein the teachers involved do not have even the amount of help you have. All suffer. And, I have been vilified on this board for daring to suggest reality.
