Inclusion

: I am a student at Salisbury State University taking a course about
: inclusion. We were asked to post a question on a discussion board
: that was of interest to us about the subject of inclusion. Any
: responses would be valuable to me for this class and as a future
: educator. My question is: What is the determining factor that
: schools use when deciding whether a student will be placed in the
: regular classroom or in a special education classroom. To what
: severtiy does a student have to be disabled to be in special
: education only? Who decides? How is the student evaluated? I teach in Pinellas County, Florida (St. Petersburg - west of Tampa) in an elementary school of 760 students. 60% receive free/reduced lunches. We are a very transient school and have at least a 50% turn-over, even though we are situated in a very good neighborhood. I previously taught SLD (full-time students) for 6 years. This year, my unit was “at risk” of closing so I proposed to co-teach with a 2nd grade teacher and brought my SLD students with me. I have full support from my principal. So on Sept. 18th, I entered general education with 4 full-time students and 3 who require the maximum ESE time as “part-time” (resource) students. These students remain on my “class role” as if it were a separate class. I always used the 2nd grade curriculum and “modified” it to fit the needs of my students, so co-teaching in 2nd grade was an easy transition for me. My students “fit” in this class. Actually, there are “MORE NEEDY” student in gen ed than my full-time LD kids. Both sets of parents (of disabled kids and of gen ed kids) agreed it would be a good balance. I TRULY enjoy working with my partner. She is very positive, not condescending (like some gen ed teachers I have observed). She is respectful of what I do and what I “bring” into the class for resources. I basically focus my teaching in small groups for any student reading below grade level. When necessary, I will teach a small math group who may need “extra” practice in a particular skill or reinforcement. We usually work together when teaching science, social studies and have become at times, a “comedy routine” (I say that affectionately because in our class of 26 you have to laugh and have fun!) As far as criteria for becoming eligible for LD services, our county policy for full-time placement requires achievement scores on the Woodcock-Johnson Test of Achievement to be 70 and below in all 3 areas (broad reading, broad written language, and broad math). Unfortunately, this prohibits a child who has a “strength” in one area from receiving a much needed service as all-day LD services. So those children remain part-time and stay in gen ed and are served in 2 different ways: some are served in gen ed class by a resource teacher who comes in for 45 min a day OR in a small pull-out group from various classes. In my class, there are an additional 3 students who are part-time resource, so they receive assistance from me during the day (for whatever they need). I do not feel like an “assistant” or a person who sits in the back and waits for students to need help. I am constantly working with my partner to “improve” our processes and the achievement of all students. She takes all of my suggestions well and we usually implement them. If you would like further info, please email me and I will try to answer to the best of my abilities. Good luck with your project.

Dear Holly,Believe it or not, I too have had the same questions and because I am “a soon to be teacher” (currently in my third year) I can only add what little knowledge and experience I have .Students that have disabilites, whether physical, mental or emotional are often tested to see where they are developmentally. For example, you may find students that are in 3rd grade, but are on a 1st grade reading level. The testing can not answer all questions, it is not a solve all test. I would always suggest if or when a child is referred for Special Education Services that the environment of the child be looked at as well. Both the classroom and living conditions can factor how well a student functions. The best example I can give to you about this would be a book written by two very gifted men. The book is “Learning Outside the Lines” by Jonathan Mooney and David Cole. I was lucky enough to hear Jonathan Mooney speak and he gave a great first person acount of how important the environment, especially in the classroom is to children- even those with special needs. Mooney comments on how his teacehr used to make him feel dumb and stupid because he could read outloud like the other students, as the story progresses you’ll find these feelings added to Jonathans already present frustration. Oh yes, and one last comment- both Mooney and Cole are Ivy League Graduates from Brown University; it truly is a great book.I hope I gave new light and a different insight to your question, good luck with your studies.Matthew Record

: I am a student at Salisbury State University taking a course about
: inclusion. We were asked to post a question on a discussion board
: that was of interest to us about the subject of inclusion. Any
: responses would be valuable to me for this class and as a future
: educator. My question is: What is the determining factor that
: schools use when deciding whether a student will be placed in the
: regular classroom or in a special education classroom. To what
: severtiy does a student have to be disabled to be in special
: education only? Who decides? How is the student evaluated? I teach in Pinellas County, Florida (St. Petersburg - west of Tampa) in an elementary school of 760 students. 60% receive free/reduced lunches. We are a very transient school and have at least a 50% turn-over, even though we are situated in a very good neighborhood. I previously taught SLD (full-time students) for 6 years. This year, my unit was “at risk” of closing so I proposed to co-teach with a 2nd grade teacher and brought my SLD students with me. I have full support from my principal. So on Sept. 18th, I entered general education with 4 full-time students and 3 who require the maximum ESE time as “part-time” (resource) students. These students remain on my “class role” as if it were a separate class. I always used the 2nd grade curriculum and “modified” it to fit the needs of my students, so co-teaching in 2nd grade was an easy transition for me. My students “fit” in this class. Actually, there are “MORE NEEDY” student in gen ed than my full-time LD kids. Both sets of parents (of disabled kids and of gen ed kids) agreed it would be a good balance. I TRULY enjoy working with my partner. She is very positive, not condescending (like some gen ed teachers I have observed). She is respectful of what I do and what I “bring” into the class for resources. I basically focus my teaching in small groups for any student reading below grade level. When necessary, I will teach a small math group who may need “extra” practice in a particular skill or reinforcement. We usually work together when teaching science, social studies and have become at times, a “comedy routine” (I say that affectionately because in our class of 26 you have to laugh and have fun!) As far as criteria for becoming eligible for LD services, our county policy for full-time placement requires achievement scores on the Woodcock-Johnson Test of Achievement to be 70 and below in all 3 areas (broad reading, broad written language, and broad math). Unfortunately, this prohibits a child who has a “strength” in one area from receiving a much needed service as all-day LD services. So those children remain part-time and stay in gen ed and are served in 2 different ways: some are served in gen ed class by a resource teacher who comes in for 45 min a day OR in a small pull-out group from various classes. In my class, there are an additional 3 students who are part-time resource, so they receive assistance from me during the day (for whatever they need). I do not feel like an “assistant” or a person who sits in the back and waits for students to need help. I am constantly working with my partner to “improve” our processes and the achievement of all students. She takes all of my suggestions well and we usually implement them. If you would like further info, please email me and I will try to answer to the best of my abilities. Good luck with your project.

Dear Holly,Believe it or not, I too have had the same questions and because I am “a soon to be teacher” (currently in my third year) I can only add what little knowledge and experience I have .Students that have disabilites, whether physical, mental or emotional are often tested to see where they are developmentally. For example, you may find students that are in 3rd grade, but are on a 1st grade reading level. The testing can not answer all questions, it is not a solve all test. I would always suggest if or when a child is referred for Special Education Services that the environment of the child be looked at as well. Both the classroom and living conditions can factor how well a student functions. The best example I can give to you about this would be a book written by two very gifted men. The book is “Learning Outside the Lines” by Jonathan Mooney and David Cole. I was lucky enough to hear Jonathan Mooney speak and he gave a great first person acount of how important the environment, especially in the classroom is to children- even those with special needs. Mooney comments on how his teacehr used to make him feel dumb and stupid because he could read outloud like the other students, as the story progresses you’ll find these feelings added to Jonathans already present frustration. Oh yes, and one last comment- both Mooney and Cole are Ivy League Graduates from Brown University; it truly is a great book.I hope I gave new light and a different insight to your question, good luck with your studies.Matthew Record