inclusion and accountability

Wow…big topic! Of course there is no one right answer for all situations.
1. Differentiated instruction. Sounds new, but Special ed teachers have been doing it for years! We brainstorm an upcoming unit to determine critical concepts ( what do they HAVE to know for standards and testing and what would be NICE to know?), different activities, different ways of presenting information, different ways of assessment etc. Special ed teachers also know lots of ways to accomodate within the classroom such as using Alpha smart, spell checker, visual schedules etc.
2.If someone is not “getting it”, be they special ed labeled or not, our special ed teacher will take a small group aside or to another room to reteach or to review for test etc.
3.Special ed teachers are great at writing Educational goals and specific objectives. In our school, all IEP goals are based upon standards. Sp ed teachers are more familiar with the standards and grade level expectations than most regular ed teachers. They may have already thought through the smaller learning steps to reach a larger goal. Plus, they are familiar with the expectations of the grades above and below, they tend to have a better overall view of the scope and sequence, whereas a classroom teacher may focus only on their grade levl. Kids may go through the learning steps at different rates, but generally follow a similar sequence.
4. Of course, our favorite method is actually co teaching. When done right, we have two teachers in that classroom instead on one. Caution: do not, ever, ever, treat the special ed teacher as an aide or volunteeer. S/he is not there to grade your papers or run off dittoes. What a waste of experience and knowledge that would be!
5. We use Reading Counts! ( similar to Acclerated Reading) , Accelerated math, Lexia reading skills software( PBR nd SOS) and Essentials of Grammar on our computer server. Students can work on these programs in their rooms, in the computer lab, or in the resource center. These are all appropriate for individualized work and provide the teacher and parents with information on progress.
6. Sometimes we get kids who are just so far behind that we need to make a decision, do we attempt to remediate or place in classroom and accomadate every subject? Sometimes we put together a small group and do direct inetnse instruction for one quarter or one semester, and then reintegrate in the classroom. We actually write in on the IEP that way. Students and parents know that the pull out isn’t forever.
7. In our state certain accomodations may be appropriate for special needs students. Sp ed teachers make sure that these accomodations are used and evaluated before we get to the state testing frenzy. During assessment time they help by doing individual ,small group, or alternative assessments. The teacher certainly doesn’t have the time or space to do all that.We also pull in school board members, members of law enforcement, retired teachers and other volunteers who are willing to get trained and donate the time to help with assessments.
8. Our special needs teachers also teach after school Gifted and Talented classes. One of the most successful programs is the Leadership class which can have a very positive effect on the classroom. For example, a fifth grade GATE class learned more than most people ever want to know about crystals. More kids wanted to take the class than we had room for. So the GATE class wrote a proposal, complete with lesson plans identifying the state standard or benchmark being addressed, activities, and assessment to teach a unit to the entire class. The sp ed facilitated the organization and materials, but the kids presented the materials, helped the kids do the experiments, ordered the videos, helped the kids study for the teast and administered the assessment.The adults were needed for supervision and grading the final assessment.

I know this is non traditional, but in our school we have two special ed teachers for 7 grade levels ( K-6). Our special needs teachers loop with the kids.So a Sp. ed teacher will have grades k,2,4,6 one year and grades 1,3,5 the following year. We get to know the kids very well, and in two years time, we work with every teacher and every grade level in the school. This also helps us keep looking at the whole picture. Maybe grade 3 just didn’t get to multiplication last year, but in the fall the fourth grade teacher expects them to already know their times facts. Do we always believe the kids when they say they didn’t learn that last year? Of course not, but an adult familiar with the class will be able to affirm what the kids are saying.

Hope this gives you food for thought.

We don’t integrate low skilled kids into inclusion. If a student has to be read to or have poor writing skills then they go into a reading class, taught to read and into self-contained English and taught to write using Step Up to Writing. When they have been remediated, they go into inclusion.