Extra assistance for children in full inclusion classroom

Submitted by an LD OnLine user on

I work with students in a full inclusion classroom. This works out very well with most of my students with special needs. The problem is that I have one student who is much lower in reading ability than the others. This student really needs extra one on one assistance with this. However, this particular class is upper elementary and the content load is intense. With that, and upcoming state standardized testing, it is impossible to find the time to work with this child, the child may miss a lot of content if pulled out for reading. I am thinking the only way is after school hours on my own time.

Does anyone have any advice? I am new to teaching this year, and still trying to figure it all out.

Thanks

Submitted by Anonymous on Mon, 03/15/2004 - 9:36 PM

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I remain baffled why upper elementary needs to have an ‘intense’ content ‘load’. If it’s intense in upper elementary, what is it in high school? And how do children handle intense content loads when they are in fact children?

All that said… your interest in helping this child is admirable and we need more teachers like you. If he can’t be pulled out, after school becomes the only time. But how much homework does an ‘intense’ content load demand? We can’t automatically assume that this student has free time after school if he attends such a rigorous school as this seems to be.

Another question would be -from what document source is he getting the intense content load if his reading level is below the class? EG - how does he read the textbook?

Submitted by Hann on Tue, 03/16/2004 - 5:01 AM

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I am not a teacher YET, still two more years of study to go at an Australian University, but i understand how students can have this effect on teachers. Do not feel that you are alone, the first thing we have been taught in my special needs class is not to feel that you are alone when dealing with children with special needs. Speak to the child’s family, and find out how much help he/she is receiving at home. Perhaps all that is needed is extra practice time at home rather than you having to give up your well deserved ‘free time’. goodluck with everything. :)
One question for you…Is your full inclusion policy ‘the norm’ in American Schools?

Submitted by mets1 on Wed, 03/17/2004 - 1:14 AM

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The idea of full inclusion idea varies from school to school. Our school frowns upon pulling students out, unless under certain circumstances.

The only reason the upper elementary curriculum is so intense is because of the state standardized tests. We have to cover everything, from the three R’s to social studies and science. Test scores are all that matters it seems these days, especially since “No Child Left Behind” was passed.

The textbooks are at a higher level than the kids with special needs can read, thus they are read to them. They also get assistance in note taking from the texts. Though the material is tough, I am amazed each day how hard these kids work. Their motivation is inspiring.

Submitted by Anonymous on Fri, 03/19/2004 - 3:03 AM

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Inclusion is a really important concept, which I fully support. However, the reality is that it is very difficult to achieve. One tool to support students with special needs in the typical classroom is using materials which are adapted or modified. Davies and Johnson Associates is a team of retired teaches who produce these kinds of materials. If this interests you, visit their website at daviesandjohnson.com

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