I work in a mainstream school, where more than 50% of the pupils have learning difficulties. Do you think these pupils would receive the best support in a classroom or in withdrawal groups?
Re: Learning Support!
Well, with that kind of percentage, could be that everybody’s getting remediated — or everybody’s getting a lovely, watered down, low-expectation mishmash of so-called education.
Re: Learning Support!
http://groups.yahoo.com/group/IEP_guide/linksZoe wrote:
>
> I work in a mainstream school, where more than 50% of the
> pupils have learning difficulties. Do you think these pupils
> would receive the best support in a classroom or in
> withdrawal groups?
Re: Learning Support!
I believe that as many of these students as possible, dependant on the severity of the learning difficulty, should be put in a normal classroom. That prevents a student from being singled out and made to feel less than adequate. If a student must be placed in “remediation” type classes then so be it, but place the child in the least restrictive type of environment. Be sure that the child has been diagnosed properly and place the child in the most “normal” type classroom that the child can perform in. But, since you said that 50% of the students have a learning dissability then maybe you could group the students with similar problems in the same classes thus making it easy to teach them as a whole instead of having to focus on a multitude of problems.
Re: Learning Support!
Inclusion is a positive approach to meeting the students needs. The student needs to be a part of what Education has been for a long time—classrooms. The classrooms are filled with diverse personalities, attitudes, abilities and faces. In order for the LD student to function in a least restrictive environment, his/her environment needs to be as close a representation of “NORMAL” as possible. There are supports for the regular classroom teacher. The attitude of the teacher will reflect upon how he/she receives these supports, for example, outside Professionals, Special Ed teachers, the school Administration and most important the parent. Here is a website for you to see just how well Inclusion is doing for the regular classroom teacher and Spec Ed teachers: www.spense.org.. Also, log on www.altonweb.com/cs/downsyndrome/incteach.html and read what this teacher has to say about Inclusion. I am completing my BS Degree in Spec Ed specialiazing in LD. I am just now beginning to really see and understand how it is what it means and what it takes to be a Spec Ed teacher. We need to know everything we can and stay updated with everything about Spec Ed. Communication is an excellent tool for this. Good luck in your decison
Re: Learning Support!
Roxie,
I was touched by your email and wondered if you would be interested in working with our son after you graduate. Our son will be 9 this August and will be in grade 3 next academic year. We are located in Bamako, Mali. This is in West Africa where we’re serving in the foreigh service. If you or anyone you know is interested, please respond and I shall send you more details information.
Thank you
Hawa.
To support them in the classroom often means to deny them remediation. Only in withdrawal can any remediation be done.
Is the goal remediation? Then they almost have to be withdrawn. Even if the goal is not or cannot be remediation, I don’t know how 50% of a class can be supported through in class support. How many children are we speaking of? An aide would be kept very busy supporting 50%.