Is Inclusion a Good Thing?

Inclusion in an of itself is a good thing. The problem comes into play where inclusion is either done in a wrong manner, or if it is applied contrary to FAPE. As I have said before, FAPE begins and ends with the child’s needs, not the desires of the parents, nor the convenience of the district’ nor the whims of the teachers.

The push for inclusion stems from the historical failure on the part of the system to provide FAPE to kids with extraordinary needs. Too often children with mild problems which were mostly behavioral were being dumped into “the retard room” with children who had more profound cognitive issues. Children with mild LD’s often found themselves similarly sequestered, because the reg ed teacher had no training or support to give them the specific attentions they need to succeed. By forcing inclusion, these kids can’t just be buried in a room down next to the boiler and forgotten about.

UNfortunately, in the absense of proper programming to help these kids, you are setting up the classroom for problems. One of the reasons that private programs have such a better track record as far as the parents are concerned is because their staff have the training and support needed to reach children who have extraordinary needs.

I understand your dilemma, and unfortunately there is no good, simple answer. If we sequester children from the mainstream to address their academic/behavioral needs, we make them outcasts, rob them of the chance to experience proper peer modeling, and encourage them not to try and fit in, but to accept that they are not like the regular kids. Conversely, inclusion as it is frequently practiced can make the child become the butt of classroom teasing, can emphasize their difference (inferiority?) and depending upon the faculty, can even damage the child in ways that can take years to recover from.

Not an easy choice is it…

By the way, do not be an ashamed mom. Hold your head high, find the good in your child, and never let other people’s narrow, selfish, ignorant opinions and attitudes get in the way of your love for your child.

Never give up on your child!

Check out these links re inclusion:

http://www.ldonline.org/ld_indepth/special_education/hines_middle_inclusion.pdf
http://www.ncmsa.net/ressum14.htm

Hi

I feel like my son is in the room down near the boiler! He is in a seclusion class with about 8 or 9 kids. He is the only one at a first grade level. So it is not like he has one on one attention he is still fighting in there to get help from the teacher. Which leads me to believe I should have forced them to give him inculsion instead.
At least then he would not have to explain to his friends why he leaves everyday and doesn’t come back until late in the day.

Michele

I answer your question with another. The alternative to Inclusion in High School is, Self contained. This is having A Science class in a small room , no lab’s no equitment. They read from a book and answer the questions. And that is only when the Teacher can keep controll of her class. Their is no socialization other than some students acting out, and the others shuting down. My answer, Inclusion is not a good placement because they don’t modify anything, Self contained is not a good placement as it is a dumping ground for students who dont fit into a reg-ed class. Good luck to all who are facing this in High School We have 3 years left and we can not wait, we have had enough. The fight is not worth it in HS as they allways win, and the stress will break you. This is a shame, they hav ebroken me I have no fight left. I give, they win. We just do our best and count the days untill Graduation

I wonder the same thing. In our are there are no private LD schools available. Our daughter is in the 5th grade regular classroom, an aide for some subjects, pull out speech, resource room and modifications. She does not feel accepted by her classmates there are only 8 in the class. She is teased called stupid, disgusting, etc. My heart breaks for my child, she loves people, loves life, but is loosing her self esteem and beginning to hate school. There is no self contained SpEd class either.

I am a kid with dyslexia (well now I’m 19). And I know what it is like to be different than all the other kids in my class, and I only went to the “special” class for part of my day. I knew that I needed the class but at the same time it made me feel like I was different than all the other kids and that I was stupid. But at the same time I know what it’s like to see all the other kid excel and move on while I was left confused and struggling. I do feel that if I was only in my resource class all day like that I would have felt much worse. Eventually these kids are going to have to go to school with other kids that don’t learn the way they do…and how are they going to adapt to that environment? All in all I think that it is much easier to learn how to learn with your disability, and not just in a designed environment.

I think we are all agreeing with this dilema…pros and cons of inclusion. Of course, the old-way “boiler room” sped class is no good. And now, the inclusion often takes place without appropriate instruction.

I am not in favor of segregating the sped kids, not at all. But, there is a problem (at least in my district) of what is called “differentiated instruction” that the teacher is not able to do. This means that classes have mixed grades, and mixed abilities, etc. So there can be quite a gap between the lowest and highest levels in a class.

The school can, however, test kids for basic literacy and math skills and GROUP them according to level. This would not be a resource room or special ed class, just classrooms teaching to a given level.

Think about it: many of the “accommodations” for sped kids can be more than useful for most students. The regular ed. teachers are overwhelmed and undertrained.

The previous posted stated:
“The school can, however, test kids for basic literacy and math skills and GROUP them according to level. This would not be a resource room or special ed class, just classrooms teaching to a given level. ”

This sounds like tracking…which was widely used back in the dark ages of education when I was going to school. It’s now not deemed politically correct. At least in elementary school, we (the kids) definitely knew who was on what track, and it did result in significant teasing. (The popular kids, in a school with 4 classes, tended to be the ones in the 2cd highest track).

Actually, once the kids in our district get to middle and high school, they effectively have tracking, they just don’t call it that. They have clinic, standard and honors classes. (They also have their special ed program, with resource classes.) Grades in the first year of middle school seem to largely determine which level of classes kids take. For example, you may have a kid who is a math whiz in honors algebra, but because he’s LD in reading or writing, he’s taking the clinic language arts class.

My son, with an LD in written expression and a 504 plan, is largely taking the middle level of classes in his high school. He’s got one honors class, and that’s enough! Extra help to deal with the writing issues comes through tutors and at home. I’ve decided the schools can’t remediate, so we’ve chosen to do that ourselves. We had a professional tutor from 5th-8th grade, and my husband and I are serving as his writing tutor now.

I agree that many of the things taught in resource room in middle school would have been useful for a lot of students. I’m thinking mainly of the organizational skills, and some of the extra notes that they received. Some of these things are covered in the clinic classes in our middle school. Unfortunately, the schools are not doing the appropriate instruction that goes along with inclusion. That’s where we as parents have to step in the make sure that our kids aren’t left behind. Interestly enough, we’ve had similar problems with our daughter, who is classified as GT. The school’s instructional level doesn’t suit her either (which leads to acting up in school due to boredom.) The public schools are geared to kids clustered withing one standard deviation of the 50th percentile. With our kids in the tails of the bell curve, we’ve got to work harder to ensure they get an adequate education. In a perfect world, it would be different, but it’s clearly not a perfect world.

Kay

Lynda,

I just wanted to say that I found your views on this issue very valuable.

We can all think what we want but in the end we have to listen to the kids.

Linda

Thank you for posting, Lynda — your help is very welcome.

I made my ‘SPED’ (no thanks, that is!) decision in Grade 2, but the pressure was really on to designate him as ‘Exceptional’ in Gr. 3 when work output was very poor and we had a good teacher. I spoke to our Activities leader in Cubs, who was 17 at the time, and his reaction to designation and the related school change in Gr. 4, plus the fact that his skills are NOT what I want for my son at age 17 REGARDLESS of the ‘as recommended by school’ program, helped me decide to go for inclusion, outside tutoring, and ‘struggling to meet the standard’ instead of accomodations/modifications/services through an IEP.

Every time I read a post like yours, Lynda, I sleep just a tiny bit better at night…thanks! And watching my kid read while walking on bookorder day or when we get a new Animorphs novel is…HEAVENLY!

Some day, I’ll enjoy reading his conventionally-spelled writing just as much, I hope!

Inclusion would be a good thing it it worked. The first thing inclusion needs to work is a small class size. Our government mandated inclusion but didn’t mandate the things it needs to make it work.

It’s also true I think that many schools are overburdened in every way and are stressed and stretched such that they’ve grown numb to their sense of caring about individual children.

It’s a good idea, but I don’t think the implementation is always so good. If the kid does not get the assistance s/he needs… However one could say that sometimes the kid doesn’t get so much assistance in self-contained or resource rooms.

BTW, “ashamed mom” why not change your login, geeze, give yourself a break already we all lose it sometimes.

—des

Hi Des!

Unfortunately I got started with this username, and I’ve just continuted to use it to continue my thoughts. I will toss it, though.

Let’s just make sure it doesn’t define you…but I do believe in the power of words. Not to mention, the INFINITE power of the human spirit to change for good, and the fact that EVERY day, the sun rises and we are given a brand new day WITH NO MISTAKES IN IT! So pick a name on a day that you do your BEST mom-work!

By the way, I DO believe fully in inclusion — even for severely disabled children — but ONLY if adequate resources are available. Frankly, I don’t think adequate resources are available ANYWHERE. We have learned so much since the days of the 1-room schoolhouse, but we (as a society) allocate our resources so poorly that our knowledge is often useless!

Lucky for that infinite power to change…I like to think that this forum is a big contributor to postive change in the education system.

Hello everyone„,it has been a LONG time since I’ve posted but at the present time the issue and questions that arise with Inclusion and/or Itinerant LS is of great intrest to me.

My feelings on this„and keep in mind that I’m presently alittle angry about the ways some things are working in my daughters class so I may “sound” angry„,well, thats because I am..sorry.

Now„,Inclusion has it good points and bad points. I LOVED THE POST “DAD” posted about inclusion!!!! That post addressed alot of the issues I’m having.

Our daughter is currently in 4th grade. She has APD. When this was first discovered 3 yrs ago…I was told by a Child Developement Specialist that there will come a time when she will need “pulled out” and/or extra help with ALL subjects due to the increased demand that Language plays in learning as the kids advance. Well„,that is starting to happen…I SEE THAT..just from helping her study at home.

Well„,this is what has been going on for 2 yrs now…you tell me what you think.

Inclusion is a Biggy in our SD. And that is fine..as long as my child is LEARNING!!!!!!! NOT being spoonfed answers so she gets a A+ and they can keep passing her along.

IE: She had a test last week, prior to the test we studied from the study guide for 5 days. I knew she didn’t have grasp on all the vocab words and paragraphs and such…I expected a “bombed” test. (The effort is what counts to me..not the A+) She brought home a A+…we praised her. But I felt uneasy about it but said nothing. Later that night in the van she informed me that the test was 1st given with the Accommidations and Modifications that are in place (of course she didn’t use this language but she described to me how she was given the test) and she got almost all the answers wrong. This sounded right to me.

This paper should of been graded and that grade should of stood. That is a clear indicater she isn’t “keeping up” with the class in this area….Right?

Wrong!!!!! They then took her aside and spoonfed the right answers to her and then graded the paper with all the right answers on.

Now, if this is how inclusion is helpful to my duaghters Education„„there is something REALLY WRONG WITH THE SYSTEM!!!!!!! This technique is also done with homework.

I help her with homework but I refuse to make sure she has every answer right when she doesn’t understand it and the Retention issues are showing…..so I send it back to school with HER WORK on it. THEY correct the wrong answers and give her a A+

Does this sound like my daughter is getting a Fair Education?
I don’t think so.

LAN

FYI: At the end of last year she was at best at a 2.7 GE
Processing of Language ranges between a 5-7yro acordding to a private eval done in April.

HI

That sounds just like what I am going through. I had a meeting last week discussing this with the teacher and she doesn’t sound like she is going to change. I don’t know what to do about it either. I just keep working with him at home and hope that I can change the schools way of doing things. The problem there is that he keeps losing out on an education.

I am also very angry and I think I should be. Not only at the school system but the teachers also. I know there are alot of teachers on this site and I don’t mean to offend anyone I am sure the teachers on here are here for nothing but to help these kids and I thank you. However the teachers that I have come across in the last 2 years have not been there for the kids. It really is just a paycheck. I understand they are overloaded with students and there is only so much time in a day and I know the pay may not be the greatest but they know that going into the field of teaching. I think some of them need to sit back and think about why they became teachers and what can I do to really help a child. Because if things keep going this way for me I will have a child that can not read! I am sorry for using this as my venting board but I had to get it out.

Thanks
Michele

LAN, to me it sounds like your daughter is not getting an education at all.

A lot of people are up in arms about state tests and standardized tests. Despite their flaws, these kinds of external testing exist for exactly the reason you are demonstrating — to get objective information about what kids have actually learned, as opposed to who can cheat how much.
There was a case a few years back when I was in Maryland where the principal and teachers at one school “prepared” their students for standardized tests by handing out questions beforehand. In that case a number of people were fired.

You need to take this issue to your principal and possibly your school board. Maybe you should get some outside testing to determine her actual level and to define appropriate goals.

Victoriah,

Hmmm„,no external testing for our daughter, and this decision was made by the principle/LEA Rep at the IEP meeting last spring in preperation for placement for this year.

Under..Participation in State and District Wide Assessments.
NA/ Not Applicable for PSSA which is only for grades 5,8 and 11…so this is right. Now last year she had reading PSSA and of course that was done in LS. Accomidations were given…but boy I really wonder how much help she did recieve to make sure it “looks good” for the state. {PSSA’s are State Assesments.}

Under…District Assessments. a “X” is place beside “If the IEP Team has determined that it is not appropiate for the student to participate in the District-Wide assessment they must explain why the assessment is not appropriate for the student and how the student will be assessed.”

This is how she will be assessed….”********** will not participate in the district assessments because progress on the IEP goals are measured in LS and with an individual test at the end of the year.”

Boy did I discover something “FISHY”. I mean if she takes these tests the way tests are given and GRADED in Reg ED and LS now….well heck yeah she is doing well.

Boy have I seen the light on this!!!!! They are just “fixing” everything aren’t they?..Meanwhile my daughter is recieving a education that is fair or appropriate by any means!!!!!!

LAN

[quote]LAN

FYI: At the end of last year she was at best at a 2.7 GE
Processing of Language ranges between a 5-7yro acordding to a private eval done in April.[/quote]

Lan, with all due respect, if the processing of language is 5-7 yro, then a 2.7 GE is where she should be. This does not mean she is like a 5-7 year old, just that the level of work should be easier…and what’s wrong with that? Herein lies the problem. Children are tested and all need to fit in the same mold. So what if there are some kids that go faster, others slower, others medium? Maybe this is why so many kids are not getting a good education. If you took away the numbers (2.7 GE….) and just gave children the materials needed for their ability levels at the time, there would be no stigma. If you, an adult, read a book, you have no idea what “level” you are reading on. But, I can assure you, there a romance novel off the supermarket rack is not the same “level” as reading James Joyce.

The problem is not with the children as much as the uniformity of the teaching program. If two children in the third grade, one still needs to master adding (considered 2nd grade), while another understands and can do long division (considered 4th grade)….so what? Just make sure the first child gets more practice on adding instead of forging ahead with the rest of the class.

OK, OK. I know you teachers will say “this is not feasible” etc., but this is perhaps how it should be.

:roll: What I meant to say is she IS NOT recieving a Appropriate Ed. Sometimes I get ahead of myself..LOL :wink:

The last part of your post about forging ahead, I agree with.

Sorry If I sound “upset” about the whole situation and how Inclusion is being carried out in our SD…but it makes me sooooo mad!

I also hear what your saying about the “levels” a child is performing at. But in a Reg. Eds Teachers Defense, With the Retention and other difficulties that come with our daughters learning differences„„It would take her TO Long to focus on our daughter. And also….the “level” also does have signifigance because it shows what our daughter has mastered and can build on. Now when you go from a 2.7 GE…and Bump it up almost a full grade….and then get upset when the child doesn’t understand and isn’t getting it??…well„Dahhhhh!

Its like taking something that has 3 steps, A B & C, Skipping teaching steps A & B..but then trying to expect the child to do step C with out the foundation of steps A & B. (Acquisition of a Skill)

If I understand your post right Sarah, you seem to agree somewhat with the issue I’m having and that one little word IS instead of IS NOT really messed up the post I made..LOL…sorry about that. :)