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

Inclusion Horror Stories

I got the idea for this post from another blog, The Washington Teacher. This area is for people to share specific times when inclusion did not work for the child, the teachers, or the parents. Maybe eventually the administration will get a hold of these stories and use them to shape DCPS' policy on inclusion - which appears to still be evolving.

Inclusion Success Stories

This spot is for people who have stories of inclusion that worked for the child, the teacher, and the parent. These can be one day incidents or they can describe a whole school year. Maybe others will get some ideas that will bring them success as well.