behavioral cases in the inclusive classroom

dear author
I am a teacher for children with disability

Why would you place students in a classroom who disrupt the learning of others? There rights do not supercede the rights of the other students. If they disrupt the learning of others or the teachers right to teach - show them a new room or the door.

> Why would you place students in a classroom who disrupt the
> learning of others? There rights do not supercede the rights
> of the other students. If they disrupt the learning of
> others or the teachers right to teach - show them a new room
> or the door.

i think we need to be sensitive to the rights of all students - and i don’t disagree completely with what you are saying. i do think, however, that we also need to consider that some students could have issues that might be perceived as disruptive to a certain extent that should not mean they need to be taught in a separate room. a child in a wheelchair might bring a certain amount of disruption to a classroom - but should they be shown the door? should a child who needs an interpreter or a child who needs an FM system not be taught in the typical classroom?

i agree that a behavior problem should not be allowed to infringe on the rights of the students - but there are many things to consider before showing the student the door. again, i’m not saying keep the behavior problem alive in the classroom…

I will tell you what my behavior plan is with the disruptive students, remediation and if that doesn’t work, the hall. I teach 11th English self-contained and inclusion. All students have to pass the 11th grade SOL, standard of learning test, in order to graduate with a standard. I just tell my kids that they have to leave their behaviors outside of the classroom and if not, they will have to leave. I remind them that if they have to leave, they are accountable for the work done in class as well as the grammar worksheets that they have to do while in the hall. I also tell them that I have their home phone number on speed dial and will call that evening. I tell them that they have no right to take away instruction from those students that would like to graduate with a standard diploma. Eleventh grade is too old to continue having behaviors. I also tell them that I will not put up with it, after three strikes, you’re out! I also do not argue with students, I tell them the rules of my classroom the first day of school and inform them that my classroom is a dictatorship and they have no rights. All of these ‘techniques’ work very well because I am treating them like adults, (their words) and they may have behavior problems in other classes but not in mine. Besides, the behavior problem kids like an audience and they don’t get one if they are in the hall. Doesn’t take many trips to the hall and calls to parents to stop the behavior. It gets really ‘old’ for the parents with me calling every other night.

> How do I include inclusive students with severe behavioral or
> emotional cases in the LRE without disrupting the rest of the
> class, but yet staying on track while helping to focus
> directly on the inclusive students’ needs?

wha age group are you interested in, and what would you consider
“severe behavioral or emotional cases”?

so then it is possible to separate certain behaviors - those that a student cannot control (as in the case say of tourette’s) - and those that a student can control?

is it difficult for a teacher to determine what a student can and cannot control? easier for some teachers than others? best clearly defined in an iep? does this get easier for a teacher to determine as a child gets into older grades and suppossedly matures?

is it ok to have the same approach (“show the student the door”) in younger grades when a student perhaps is first exhibiting signs of a learning disability or some other disability?