Tonight I attended a Chancellor's Forum held to discuss the state of SPED in DC. Inclusion was the focus of the program. I think the general attitude of central headquarters is the same as that expressed by Richard Nyankori specifically, when he said, "I won't force inclusion (on any one person) but I will force the issue (that children should not be segregated)." He also stated that the model of inclusion he was envisioning was one in which teachers trusted each other enough to share the responsibilities and where service providers enter the classroom and work with teachers and all needy students.
I will include more details about this meeting tomorrow, but now I am sleepy and in bed.
Showing posts with label full inclusion. Show all posts
Showing posts with label full inclusion. Show all posts
Wednesday, May 27, 2009
Wednesday, April 1, 2009
Multiple service providers in the classroom
Someone asked a few weeks ago, what can be done if there are 3 different service providers in the room trying to work on the same student at one time?
First, the inclusion model is meant to benefit all children, not just SPED kids. Service providers may try broadening their views on how they can assist in the class. For example, I saw one occupational therapist go into a first grade classroom and pull aside a group of children to work on fine motor skills during choice time. Only one of the children in the group was a SPED kid.
If there are multiple service providers in the room at one time, that signifies a scheduling conflict. The service providers and teacher(s) should meet to determine when each service provider will be most beneficial in the classroom. Maybe the occupational therapist can be most helpful during writing time, and maybe the social worker needs to come in during transitions or group discussions. The child may have problems that manifest themselves throughout the day (as in the case of many ED children), but the service provider should look for a good starting point.
Some people don't believe children should ever be taken from class for any reason. I don't subscribe to that view. I believe children CAN still be taken out for individual or small group therapy AT TIMES. However, many times or most of the time children can be served in the regular classroom, and that's what inclusion aims to make happen.
First, the inclusion model is meant to benefit all children, not just SPED kids. Service providers may try broadening their views on how they can assist in the class. For example, I saw one occupational therapist go into a first grade classroom and pull aside a group of children to work on fine motor skills during choice time. Only one of the children in the group was a SPED kid.
If there are multiple service providers in the room at one time, that signifies a scheduling conflict. The service providers and teacher(s) should meet to determine when each service provider will be most beneficial in the classroom. Maybe the occupational therapist can be most helpful during writing time, and maybe the social worker needs to come in during transitions or group discussions. The child may have problems that manifest themselves throughout the day (as in the case of many ED children), but the service provider should look for a good starting point.
Some people don't believe children should ever be taken from class for any reason. I don't subscribe to that view. I believe children CAN still be taken out for individual or small group therapy AT TIMES. However, many times or most of the time children can be served in the regular classroom, and that's what inclusion aims to make happen.
Wednesday, March 18, 2009
One Teacher's Measure of Inclusion "Appropriateness"
Thank you, Melodie, for letter me use this article which you posted on the website "Teachers Helping Teachers."
FULL INCLUSION MAINSTREAMING
GRADES 1-12
Today's popular catch phrase for special education students is "full inclusion." What no one seems to address is that some students are ready to attend regular education classes and some students need more individual attention to prepare them for entry, or reentry to the regular program.
"Full inclusion" assumes that with minimal assistance, a special education student will be successful in a regular classroom. This is true for SOME students, but certainly not all!
When thinking about moving a student back to the regular program, many issues must be considered when determining the most appropriate placement:
Is the student on grade level, or near grade level, for everything? If so, and the student's behavior is appropriate, full inclusion could be the best answer.
Is the student on grade level for one or two subjects? If so, mainstreaming for only those subjects would be most appropriate, is the student's behavior is not an issue.
Is the student below grade level but able to help much younger children? If so, allowing the student to be a peer tutor will not only raise his/her self-esteem, it will also reinforce the basics for the student.
Is the child so far below grade level that he/she can not tutor, however, the student's behavior is good? If this is the case, this student can be mainstreamed for recess/nutrition, lunch, art, music and PE.
Is the student's behavior such a problem that it is extremely disruptive to others? If so, then this student may not be ready to mainstream, or may need to "earn" mainstream situations in his/her favorite area.
Whatever you choose to do with your students, be sure that you choose whatever is appropriate for each individual--DO NOT simply choose a system because it is the current "thing" to do! The 1970's law, PL-91-142 has a statement about "least restrictive environment as appropriate to the student." We must remember this when making decisions to help our students.
MELODIE BITTER
LORNE STREET SCHOOL
LOS ANGELES, CA
FULL INCLUSION MAINSTREAMING
GRADES 1-12
Today's popular catch phrase for special education students is "full inclusion." What no one seems to address is that some students are ready to attend regular education classes and some students need more individual attention to prepare them for entry, or reentry to the regular program.
"Full inclusion" assumes that with minimal assistance, a special education student will be successful in a regular classroom. This is true for SOME students, but certainly not all!
When thinking about moving a student back to the regular program, many issues must be considered when determining the most appropriate placement:
Is the student on grade level, or near grade level, for everything? If so, and the student's behavior is appropriate, full inclusion could be the best answer.
Is the student on grade level for one or two subjects? If so, mainstreaming for only those subjects would be most appropriate, is the student's behavior is not an issue.
Is the student below grade level but able to help much younger children? If so, allowing the student to be a peer tutor will not only raise his/her self-esteem, it will also reinforce the basics for the student.
Is the child so far below grade level that he/she can not tutor, however, the student's behavior is good? If this is the case, this student can be mainstreamed for recess/nutrition, lunch, art, music and PE.
Is the student's behavior such a problem that it is extremely disruptive to others? If so, then this student may not be ready to mainstream, or may need to "earn" mainstream situations in his/her favorite area.
Whatever you choose to do with your students, be sure that you choose whatever is appropriate for each individual--DO NOT simply choose a system because it is the current "thing" to do! The 1970's law, PL-91-142 has a statement about "least restrictive environment as appropriate to the student." We must remember this when making decisions to help our students.
MELODIE BITTER
LORNE STREET SCHOOL
LOS ANGELES, CA
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