Ya know, the push for co-teach and increased to full inclusion ten or so years ago has put us in a predicament now that gen ed continues to increase the rigor in their classrooms ... Am I the only one seeing this? Have we stopped advocating for our inclusion learners?
To change the co-teach/inclusion paradigm, you have to get the parents of the gen ed students who are negatively affected by the presence of spec ed students to speak out (and who really wants to be that person?), and you have to get the parents of the spec ed kids who are negatively affected by inclusion in general curriculum to speak out. Those voices are not being heard.
On 11/14/15, PL wrote: > I agree. The general idea is that some "borderline" kids should > still get some academic education and be in classes with their > peers. What I see is that those kids are just getting > frustrated (and so are their classmates). It's not fair to > either population. I also wish I knew how to change it. Any > thoughts? > > On 11/05/15, Kim B. wrote: >> On 11/05/15, Southern Tex wrote: >>> Ya know, the push for co-teach and increased to full >>> inclusion ten or so years ago has put us in a predicament >>> now that gen ed continues to increase the rigor in their >>> classrooms ... Am I the only one seeing this? Have we >>> stopped advocating for our inclusion learners? >> >> >> Nope, you are not the only one. Some students just can't >> handle it and the increased rigor exacerbates the problem. >> Only problem is, I have no idea how to change it.
There is some truth to what you're saying, but your information is incomplete. It would be more truthful to say middle to high income parents are pushing an inclusion agenda, and because it happens to be somewhat cheaper and easier to staff under Highly Qualified (HQ) requirements, administrators are happy to take up their cause.
The HQ thing is a big deal in the secondary world. In some states, it might be next to impossible to find someone who is qualified to teacher self-contained sped math or science. It simply isn't worth the education or effort, to make no more money. Co-teachers don't need to be HQ in the subject matter, so administration likes this.
The overwhelming majority of sped students come from poor, minority, ESL, and/or low-education-level households. Most parents sit in an IEP meeting with little concept of what is being said and simply sign where told. They would have difficulty speaking out intelligently on the subject if they wanted to. So, the squeaky wheels (educated, higher income parents) get the grease.
On ...See MoreA spec ed student is supposed to struggle with reg ed material. A spec ed student has a disability that impacts learning. If the child is being pulled out, he is receiving the extra support he needs. Perhaps his IEP goals and strategies are not clear. On the whole, a spec ed kid will be behind when compared with his nondisabled peers.
On 10/31/15, elsiev wrote: > On 10/29/15, Linda wrote: >> On 10/28/15, Kim wrote: >>> I am a sped teacher & have a 1st grade student that has >>> pullout minutes(45mins 3 days a week), extended time & >>> small group testing. He has been struggling this school >>> year & as I was talking with his reg Ed teacher she asked >>> me if he was considered reg Ed or special Ed.??She said >>> if he was reg Ed he needed to be able to do what all the >>> other 1st grade students are doing. What would be the >>> most appropriate response to this question?? The student >>> is very capable. He just needs a little extra support in >>> order to be successful. >> If he is being pulled out because of an IEP, he is special >> education. She has to go by that document. He does have >> accommodations. She could be sued if she does not follow >> that.A teacher was and she had to pay a few thousand. > > It seems odd to me that the 1st grade classroom teacher does not > know that the child is special education with an IEP. In our district > the special education teacher is required to contact the classroom > teachers with the IEP accommodations during the first few weeks > of school. > > Of course the child is special education, and yes, he/she is > expected to meet the standards. The classroom teacher and the > special education teacher should work together to ensure that > he/she meets the standards -- especial in this situation where "The > student is very capable" and "just needs a little extra support in > order to be successful.:
The real question is: Why does his label matter? He needs to be able to do what the other students are doing regardless of label. That is what the IEP is there to support.
On 10/28/15, Kim wrote: > I am a sped teacher & have a 1st grade student that has > pullout minutes(45mins 3 days a week), extended time & > small group testing. He has been struggling this school > year & as I was talking with his reg Ed teacher she asked > me if he was considered reg Ed or special Ed.??She said > if he was reg Ed he needed to be able to do what all the > other 1st grade students are doing. What would be the > most appropriate response to this question?? The student > is very capable. He just needs a little extra support in > order to be successful.
I am relatively new to Special Ed. In reviewing some of my students' records, I noticed that there is a reference to the ACT II and ACT III tools (this is in the document where they are determining if the student has a learning disability). I am not familiar with those tools. Can anyone explain what they are?
On 11/15/15, Kathy wrote: > Google ACT II and ACT III tools. I found information, but > am unable to post the link here. > Kathy > On 11/14/15, Confused wrote: >> I am relatively new to Special Ed. In reviewing some of > my >> students' records, I noticed that there is a reference to >> the ACT II and ACT III tools (this is in the document > where >> they are determining if the student has a learning >> disability). I am not familiar with those tools. Can > anyone >> explain what they are? >> >> Thanks.
On 11/15/15, Confused wrote: > I've tried googling, but I don't find anything. I just get > popcorn or Shakespeare :-). I wonder why you got something better. > > On 11/15/15, Kathy wrote: >> Google ACT II and ACT III tools. I found information, but >> am unable to post the link here. >> Kathy >> On 11/14/15, Confused wrote: >>> I am relatively new to Special Ed. In reviewing some of >> my >>> students' records, I noticed that there is a reference to >>> the ACT II and ACT III tools (this is in the document >> where >>> they are determining if the student has a learning >>> disability). I am not familiar with those tools. Can >> anyone >>> explain what they are? >>> >>> Thanks.
Do any special education teachers out there feel like their general education "collegues" do not respect them? Are you left out of all the social activities or found to have no friends on your campus?
Quite frankly, I don't much care about their professional practice when choosing friends. Anyone who would has a strange way of choosing friends. I wouldn't say I have any close friends at work, but I am and have been friendly with some. I personally am not looking to "talk shop" when I am not at work. Maybe that is why I don't have a lot of teacher friends. The one big turn off I have is someone who wants to be negative all the time. I don't want to listen to someone complain about work all the time... On 11/12/15, omelas75 wrote: > Do any special education teachers out there feel like > their general education "collegues" do not respect them? > Are you left out of all the social activities or found to > have no friends on your campus?
> On 11/12/15, omelas75 wrote: >> Do any special education teachers out there feel like >> their general education "collegues" do not respect them? >> Are you left out of all the social activities or found to >> have no friends on your campus?
My name is Noemi. I am starting in on my second year of college to become a secondary special education teacher. I am looking for just general advice. Also, if you know any books to help me further my knowledge in this field. Basically, anything that will help me in this field. I could really use the help in any aspect.
BigTexThat IS right!! Get certified in a content area!!! If you plan to be employed in SPED, remember math ... you could end up supporting kids who need help with algebra and geometry regardless of assigned subjects.
For those using the small, magnetic letters that are part of Wilson, have you ever washed them? If so, how and do the letters get damaged? Mine are filthy after so many hands have touched them, but I'm not sure if the material they're made of will fall apart when wet. Thanks!
On 10/26/15, Jenn wrote: > For those using the small, magnetic letters that are part > of Wilson, have you ever washed them? If so, how and do > the letters get damaged? Mine are filthy after so many > hands have touched them, but I'm not sure if the material > they're made of will fall apart when wet. > Thanks!
On 10/26/15, Beth Special Needs wrote: > I bet the letter part would separate easily from the magnet part. > It would take a while, but could you just wipe them down with > clorox or alcohol wipe? A baby wipe would probably be too > oily and attract more dirt. > > > On 10/26/15, Jenn wrote: >> For those using the small, magnetic letters that are part >> of Wilson, have you ever washed them? If so, how and do >> the letters get damaged? Mine are filthy after so many >> hands have touched them, but I'm not sure if the material >> they're made of will fall apart when wet. >> Thanks!
On 10/24/15, dearmschris wrote: > Hi! Lots of my kids in elementary school are reading at > very low levels and are very low in math (basically across > the board low). Their disability is processing - some > auditory and some visual. Since they are so low in reading, > I'm doing guided reading with them at their level and > stresses strategies for decoding, etc. I am new at this and > I am wondering that if they have some issue with processing, > are these guided reading groups a waste of their time? What > can I be doing with them to help them learn to read?
I have a child with auditory processing disorder who is now a junior. I found books on tape where he could listen with headphones were the most beneficial. This way he was able to block out any outside noise and focus on his book. Also, teaching good note taking skills has helped him learn to process the most important information needed. Hope this helps!