On 8/28/09, wondering wrote:
> I teach in GA and we are phasing out resource rooms and
> departmentalized special ed (content area classes taught by
> SPED teacher to all SPED kids w/ a parapro). My district
> claims that we are mandated to have 80 something % of SPED
> students in general ed classes. So they have created tons
> of inclusion classes and put everyone except in these
> classes except for severally disabled students. This is
> insane. I have taught inclusion classes before in NY and it
> was wonderful. THis is because we placed students there who
> would be successful in that environment. For example, in
> GA, I have a ninth grade student with an IQ of 55, who is a
> non-reader in an inclusion geography class. She is expected
> to do everything everyone else does...I can't take her out
> of the room to test (supposedly this is illegal in GA).I
> could go on and on about this. My question is do schools in
> OH still have resource rooms or departmentalized SPED?
> Sorry about the rambling, but I'm frustrated down here.

Ohio does have resource rooms, but primarily for those who
are more severe. It is true that Ohio is now including the
majority of special needs students in the general ed.
classroom. They are using the 3 tiers of instruction model.
However, at the school I teach at, there are two students in
seventh grade whose IQ's are far below 70 that are
mainstreamed into the gen. ed. room. They, however, get a
binder of work, for the basic subjects from the Intervention
Specialist. They are documented as receiving an ability
adjusted curriculum on their report cards. They can't do the
work of their classmates, however are there primarily for the
socialization aspect. They work on their math pages, when
the rest of the class works on math, etc. These two children
will be receiving transition services on their IEP's probably
more toward life skills or some type of job training. I know
it's been hard on one of the students as she is made fun of
and doesn't understand comments made by others. She is
functioning at the early childhood level. I often wonder at
what point inclusion holds back the students who could really
be challenged even more. However, I don't want to isolate
the others just because of their ability levels.

Share This Post | Report This Post

Next Post >>

Posts on this thread, including this one