success in the inclusive classroom

If I understand your question, I’d have to say no. How could a child with ‘severe cognitive disabilties’ be successful in a gen. ed class with full inclusion?

The question makes no sense actually. Why would a student with ‘severe cognitive disabilties’ be given full inclusion? If they were, the accmodations and modifications they would need would make the full inclusion far less than full.

Perhaps I misunderstand your question.

What is your definition of success for this child? That they interact with peers? then yes, they can be successful.

First, thank you for your reply. Second, I was taught that the definition of full inclusion is: All students, regardless of handicapping condition or severity, will be in a regular classroom full time, with services taken to child in that setting. I hope my question was not misleading and it makes more sense now. Kim

With your good definition in mind, I’d still have to say -

if your original question is - how can a child with ‘severe cognitive issues’ be successful in the full inclusion classroom, my answer would remain gently the same. Severe cognitive issues suggests to me that the child tests out with a very low IQ. Are we on the same page there? If we are, I’d yet say such a child can’t be successful in the gen. ed. classroom.

I’d like to be wrong about that and would welcome hearing from other posters that I am. I’d have to ask what kind of services can be taken to the child with ‘severe cognitive issues’ that will make them successful in the gen. ed classroom?

I agree with Sara in that a child with severe cognitive disabilities would gain little academically but maybe there are other gains that could be made. When you provide a lot of sped services in an inclusion class all you have done is move the resource room into the general education classroom. This is only a facade for special education services and it identifies the sped student to the point where he/she might be resented by the general education population or embarrassed by all the attention. What is the purpose of the inclusion?

I think that first of all you need to define success-by that I mean what kind of supports does the student have, are they actually a part of the class or are they taking up time and space, and how do the other students in the class and the general education teacher know and feel about students with disabilities, particularly one with a significant impairment? What is the level of cognitive impairment? Depending on these and other factors (like IEP Gs and Os), the level of “success” may be impacted. I would hope that students with severe involvement feel a sense of belonging and contribution to the class. I think the worst scenario is when a child is placed in an inclusive environment and there are no expectations that are clearly delineated for that child and the teachers and students are not prepared.Also, what is your role? Dori Kim wrote:
>
> Hello out there!
> I am a student who presently works in the public school
> system. I am an 8th grade special education educational
> assistant. I have attended many workshops on inclusion and
> special ed. I have a research question that I need opinions,
> facts, advice and input on to complete my research and
> further my education. I was hoping you could pass along any
> experiences and wisdom that you may have. My question is
> this: Can a student with severe cognitive disabilities be
> successful in the general education classroom with full
> inclusion? Please help!!!!

Kim, Congratulations on your work and interest in special education and inclusion. I have to say that I believe in inclusion. I believe that it makes little difference how “severe” the disability. I believe that what makes the difference for the child to “succeed” is that there are appropriate supports and services in place for that child. Of course it wouldn’t work if the child is just “plopped or dumped” into a regular classroom with no clear plan & supports in place. I don’t believe that anything good has ever come from “segregation” of any kind. I am the parent of a 6 year old boy who would be considered by some to be moderately to severely mentally retarded. He has been included for the past 3 years in a public school setting. He has had a classroom aide in place that is there for him during the entire day. He is non-verbal and couldn’t even walk when he first started school 3 years ago. I think it is critical for children with disabilities to be integrated with their non-disabled peers because ALL children learn from example. He has learned so much from observing the routine and behaviors of his classmates. He started walking when he turned 4 years old. He still has no verbal language…..but his receptive language has improved greatly and continues to improve. His social skills have grown so much. The other children in his class know that he is different from them…..they don’t hesitate to ask questions…….but they accept him for the child he is. I truly believe that every child can learn if given the opportunity and the supports that they need.

I work with students who have at least one congnitive disability diagnosis . Many of them attend history, math, science, and physical education classes with children that Bill Cosby might call normally brain dead children. Sometimes I wonder who is disabled and who is not. Maybe I should go back and check for sure, but I think that all of the students who come to me for tutoring are in special education English classes. I think these inclusion kids are successful. One measure of their success is the fact that many of them have passed the California exit exams.

Sara McName

I have worked with three students who are not very verbal. One has been an inclusion student, and he cannot speak a single English word. He can count to maybe four or five. The other two have been in a special day classes. One can count to one hundred and can communicate in two or three word sentences. The second can count to nine and her English seems almost normal. These three could suggest that severe students will get a better educaton in special day classes.

Sara McName

Jan-
Bravo!! I thought that the inclusion movement would probably work and I know it is in it’s beginning stages. I just had to find someone who was having great success with inclusion. All the things you brought up in your response are things that I have heard could happen, but never firsthand. I think inclusion is not going away. I believe the way of the future is to have a great variety of students in the same classroom with lots of resources at their disposal. Your example is an excellent glimpse of successful inclusion done right!!

On the other hand-I still need to hear from people who may have tried full inclusion into the general education classroom and had not had success.

Thank you for all the great responses to this question. You have all helped me tremendously. Sara McName-your students seem to be having great success as well.