Inclusion question

Rebecca; We still function using resource classes in all disciplines for students that require those services. However, there are times when I feel we are doing a disservice to some students in the resource setting. Many (most) of our students could function quite well in the reg ed class with the help of a good collaborative teacher. You have described yourself as a collaborative teacher who assists students with IEP’s to succeed in an inclusive setting. How do you know these students are not remediated through the methods you describe? I bet those students improve year after year. The reason you cited (behavior) as to why your school no longer offers resource classes makes a lot of sense to me. Often times, I have had to spend too much time on discipline in my resource class. It is unfair to the other students, and is stressful for all concerned. I would much rather see a good LD student in an inclusive setting assisted by the collaborating teacher. Many will succeed with a minimal amount of assistance.

Marguerite, thank you for the very insightful look into inclusion. I guess I worry too much, worry that my students aren’t getting the best services they can. What you said has really made me feel that I am doing right. Oh thank you!!! I am definitely going to print out what you said and keep it for the future to keep my spirits up when I feel that things are not going right. Thanks for the different perspective!
Rebecca

I have been fortunate to work in an inclusion class for the past 3 years. I am the special education specialist and team teach with the regular education teacher. All the children are both of our responsibility. I truely feel my LD children benifit immensely from the included setting. In the beginning of the year they tend to resist the “push”, because they are used to being in a self contained class or resource class where the pace is slower. With careful and planned accomodations, which include some in class remediation if needed, my students by the end of the year often score signicantly higher on standardized tests. I feel it is not me as a teacher that helps them, but the exposure to the curriculum. Additionally, because they are with the “regular students”, they no longer feel “special” and truely believe they can learn like everyone else. Inclusion does work!

Mary,
You sound like you are enjoying your inclusion experience. I am going through the first year that our system is trying more of an inclusion model. I co-teach with 3 regular classroom teachers. I have a block of time (45 minutes) where I go into the classroom and co teach. The rest of the block I can and usually do pull a small reading group to my room to work on remediation and reading skills. I am sure that this isn’t what inclusion truly is but hey,
compared to what it has been in the past, it’s a step in the right direction. I have been a classroom teacher for many years and I know teaching ld students is difficult. We had NO inservice on how to co-teach. It has been a bumpy ride. I co-teach with two very traditional teachers who aren’t picking up on what I try to model when I teach in front. They are lecture oriented, kids sit in their desk and listen teachers. Very skill driven. Basically we’re at the tag-team teaching level. Do you have any suggestions for making this go better for me? I keep my spec. needs kids in mind when I lead lessons…they do not. I am getting discouraged and could use all the suggestions I can get. I want inclusion to work…but I am facing a wall of years old traditions and ideas. One of my teachers believes that I’m basically her glorified aide and substitute and yes, I’ve discussed the issue with her. If anyone can help …please respond.

I taught in a collaborative setting and found that the students that succeeded even when delivery was modified for all students were the ones who were motivated to succeed and had parental support. Those that were unsuccessful in the general education class were also unsuccessful in the resource setting. You can’t make anyone do anything they choose not to do. I don’t beat myself up anymore when my students fail due to lack of participation in their education.

Rebecca; We still function using resource classes in all disciplines for students that require those services. However, there are times when I feel we are doing a disservice to some students in the resource setting. Many (most) of our students could function quite well in the reg ed class with the help of a good collaborative teacher. You have described yourself as a collaborative teacher who assists students with IEP’s to succeed in an inclusive setting. How do you know these students are not remediated through the methods you describe? I bet those students improve year after year. The reason you cited (behavior) as to why your school no longer offers resource classes makes a lot of sense to me. Often times, I have had to spend too much time on discipline in my resource class. It is unfair to the other students, and is stressful for all concerned. I would much rather see a good LD student in an inclusive setting assisted by the collaborating teacher. Many will succeed with a minimal amount of assistance.

Marguerite, thank you for the very insightful look into inclusion. I guess I worry too much, worry that my students aren’t getting the best services they can. What you said has really made me feel that I am doing right. Oh thank you!!! I am definitely going to print out what you said and keep it for the future to keep my spirits up when I feel that things are not going right. Thanks for the different perspective!
Rebecca

I have been fortunate to work in an inclusion class for the past 3 years. I am the special education specialist and team teach with the regular education teacher. All the children are both of our responsibility. I truely feel my LD children benifit immensely from the included setting. In the beginning of the year they tend to resist the “push”, because they are used to being in a self contained class or resource class where the pace is slower. With careful and planned accomodations, which include some in class remediation if needed, my students by the end of the year often score signicantly higher on standardized tests. I feel it is not me as a teacher that helps them, but the exposure to the curriculum. Additionally, because they are with the “regular students”, they no longer feel “special” and truely believe they can learn like everyone else. Inclusion does work!

Mary,
You sound like you are enjoying your inclusion experience. I am going through the first year that our system is trying more of an inclusion model. I co-teach with 3 regular classroom teachers. I have a block of time (45 minutes) where I go into the classroom and co teach. The rest of the block I can and usually do pull a small reading group to my room to work on remediation and reading skills. I am sure that this isn’t what inclusion truly is but hey,
compared to what it has been in the past, it’s a step in the right direction. I have been a classroom teacher for many years and I know teaching ld students is difficult. We had NO inservice on how to co-teach. It has been a bumpy ride. I co-teach with two very traditional teachers who aren’t picking up on what I try to model when I teach in front. They are lecture oriented, kids sit in their desk and listen teachers. Very skill driven. Basically we’re at the tag-team teaching level. Do you have any suggestions for making this go better for me? I keep my spec. needs kids in mind when I lead lessons…they do not. I am getting discouraged and could use all the suggestions I can get. I want inclusion to work…but I am facing a wall of years old traditions and ideas. One of my teachers believes that I’m basically her glorified aide and substitute and yes, I’ve discussed the issue with her. If anyone can help …please respond.

I taught in a collaborative setting and found that the students that succeeded even when delivery was modified for all students were the ones who were motivated to succeed and had parental support. Those that were unsuccessful in the general education class were also unsuccessful in the resource setting. You can’t make anyone do anything they choose not to do. I don’t beat myself up anymore when my students fail due to lack of participation in their education.