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Inclusive Settings good for EVERYONE??

by Kristin P

Apr 19, 2015

The district that I work in is pushing to put most of our SPED students in inclusive settings for the 2015-16 school year. Some of our students, who can barely handle a self- contained special education setting, are being placed in General Ed settings next year and my heart breaks for them. One of my students has severe anxiety issues and gets very...See More

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Mary-Lorraine That is the time when the IEP team meets again to discuss whether this placement is truly the least restrictive for this child. Is the child progressing towards his/her IEP goals? Yes, the team attempted this setting with as many supports a possible. If it is not working, it is time to look at something a little more restrictive/supportive.
...See MoreThat is the time when the IEP team meets again to discuss whether this placement is truly the least restrictive for this child. Is the child progressing towards his/her IEP goals? Yes, the team attempted this setting with as many supports a possible. If it is not working, it is time to look at something a little more restrictive/supportive.

On 5/01/15, SPED teacher in TX wrote: > Two big problems with inclusion for all: > > (1) I think most people have already said it: some people > simply will not succeed in the general ed setting with the > prescribed curriculum. Someone who can barely add is going > to reach the frustration level very quickly in Algebra I. > They will either skip, sleep, act out in class, or ask to > go to the restroom every 5 minutes because they want out. > You spend so much time trying to work with those students, > that others suffer. Even with coteachers, paras, and > others in the room, the fact remains that Johnny is years > away, if ever, from figuring out that x and y are > variables. > > (2) If you send every SPED teacher to the general education > classroom and eliminate SPED only classrooms, it will > require a significantly increased staff to cover all of the > general education classrooms with SPED students in need. > So far, I know of no school that can achieve that kind of > coverage. You will either have students not served in some > classes, or you have to pull back on inclusion to have a > content mastery room or somewhere where the student can go > to get extra help. > > On 4/26/15, Elizabeth wrote: >> So, when a student who can barely add is sitting in an >> Algebra class, who benefits? When the curriculum is >> modified such that the student is coloring in dots while >> everyone else is find the slope of the line, what is > being >> accomplished? (And, at the same time, the first student > is >> not learning practical daily living skills because she's >> siting in an algebra class). >> >> Or when a student in a 5th grade class is having >> "meltdowns", ripping up papers, throwing things at other >> students, spitting on teachers, hitting kids with his >> musical instrument (even WITH two parapros, in this one >> case)...who is benefiting? The kid has "one to one >> meltdown" time, two paras, and just last week banged the >> face of the son of one of the local board of ed members. >> >> I'm not being facetious...I really don't get it. >> >> On 4/25/15, KT wrote: >>> >>> Being on the other side of the fence I have to >>> passionately disagree with what others are saying. I am > a >>> special education teacher K-5 of students with >>> significant disabilities in a public school. Inclusion >>> works BUT only with the right supports. These supports >>> include: 1. a gen ed teacher who truly embraces the >>> students as their students, includes them in all >>> activities and makes modifications to support them, >>> treats and respects them like everyone else in their >>> class and models this. 2. Paraprofessional support for >>> those students that need it. Whether that means for >>> academics or behavior or both. 3. A special education >>> teacher who believes inclusion works. 4. Administration >>> that believes inclusion is best practice and therefore >>> supports it. 5. Parents that also support inclusion. 6. > A >>> place for students to chill, and in some cases for 1:1 >>> instruction or small group instruction for a small amt > of >>> time of their day. I have seen huge growth in my > students >>> that would not have happened if they were not included. >>> Academic, social, communication, behavior, and emotional >>> growth. >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> On 4/22/15, Elizabeth wrote: >>>> I completely agree. I am in a situation where I work >>>> with a few wealthy parents who want to pretend that >>>> their kid is "normal" and so they push them into > general >>>> education (and of course, the district does whatever > the >>>> parents want so as to avoid a lawsuit or complaint!). >>>> Sorry, but sometimes your kid is NOT "normal" even if >>>> you are rich and sometimes, your kid needs to be in a >>>> more restrictive environment. It absolutely breaks my >>>> heart to see these kids struggle to fit in. The kids >>>> with cognitive issues will sit in a "grade level" math >>>> class, doing worksheets while everyone else does >>>> Algebra. Who does that help, exactly? The kiddos > realize >>>> what is going on (that everyone else is doing something >>>> much more difficult), but they just can't do the work. >>>> Somehow, the parents think that the grade level >>>> expectations will put their kid with a 60 IQ up to the >>>> same level as the kids with 100+ IQs and it just won't >>>> happen :( I understand not wanting your kid warehoused >>>> or held to very low expectations but what about being >>>> realistic? >>>> >>>> >>>> >>>> On 4/19/15, Julie wrote: >>>>> This is a topic I feel strongly about and Im SOO glad >>>>> someone posted about it! I do NOT think that inclusive >>>>> setting are good for everyone.

May 9, 2015

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MomtoThree I have not visited this board in a few weeks, but this question caught my eye. An inclusive setting is not appropriate for every student AND ALSO not appropriate for the other typical students with no identified issues who still have an equal right at a FAPE. In particular, the average kids who do not have a label to call attention to the needs th...See More I have not visited this board in a few weeks, but this question caught my eye. An inclusive setting is not appropriate for every student AND ALSO not appropriate for the other typical students with no identified issues who still have an equal right at a FAPE. In particular, the average kids who do not have a label to call attention to the needs that they just have in terms of paing attention, getting the hang of a new math or language arts concept the first or even second or third time it is presented.

Every school division should offer a continuum of services to meet the needs of students with disabilities and this may mean placement in a center based program outside of the neighborhood school. A school budget's is not endless and every program option can't be replicated in every elementary school. We viewed school's number one priority was education and were willing to trade the "social cost" of a specialized program across town. However, our daughter learned to read well given her moderate ID label and went on to exit school, obtain a part-time job and has now worked for ten years in the same job. She earns $11.22 an hour in a college dining room.

What parents fail to see by middle and certainly high school is that if the correct decisions are not made, then their child may well be included in public education and excluded from many things for a lifetime that they failed to become prepared to take advantage of. By this I mean having appropriate "soft skills" and focus for a paid job or a volunteer job. Or perhaps appropriate self-care skills, behavior control or basic communication skills for an adult day program. The problem is that the drum roll in recent years has been "college for all" like some magic pill will enable all to get there and benefit from it (on this account I am referring to the very high priced two -four specialized, non-credit programs on college campuses.) but again I ask what happens when the "special program" is over, especially if it is out of one's area where connections need to be made to adult services.

Unfortunately, the new Least Restrictive Environment for all of us seems to that the young adult graduate if one is not able to live independently or be independently wealthy to afford the support services 24/7 is to age in place at home with Mom and Dad. Again, it seems that there is little in policy discussions at the federal level to encourage a range of options on the most difficult of services - housing. If a disabled son or daughter could go to a senior, tiered lifecare community for those who might be able to afford it, there would at least be the start of some options. Unfortunately, except for 55+ communities with the HOPA rule, there is little flexibility in senior living options for a couple or single parent caring for an adult son or daughter.

Jun 3, 2015

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Reading Program

by Kim

May 30, 2015

I am looking for recommendations for a reading program to use with students who are in primary grades and are intellectually disabled. Currently I have reading mastery but they don't offer a lot of practice materials. I do not want a sight word program. What has worked for you?

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Kim Post the studies so folks can see them.

On 5/30/15, Bob Rose wrote:
> On 5/30/15, Kim wrote:
>> On 5/30/15, Bob Rose wrote:
>>> On 5/30/15, Kim wrote:
>>>> I am looking for recommendations for a reading program
>>>> to use with students who are in primary grades and are
&...See More

May 31, 2015

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Kim On 6/01/15, Bob Rose wrote: > On 5/30/15, Bob Rose wrote: >> On 5/30/15, Kim wrote: >>> I am looking for recommendations for a reading program to >>> use with students who are in primary grades and are >>> intellectually disabled. Currently I have reading mastery >> but >>> they don't offer a lot o...See More

Jun 2, 2015

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fixing learning disabilities

by Bob Rose

May 23, 2015

Folks: My research suggests that simply teaching kids to handwrite the whole alphabet in 40 seconds would abolish "dyslexia", and my email address is [email removed]

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HAHAHAHAHAHAHAHAHAHA!NFM On 5/23/15, Bob Rose wrote: > Folks: My research suggests that simply teaching kids to > handwrite the whole alphabet in 40 seconds would abolish > "dyslexia", and my email address is [email removed]

May 23, 2015

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Claire On 5/23/15, Bob Rose wrote: > Folks: My research suggests that simply teaching kids to > handwrite the whole alphabet in 40 seconds would abolish > "dyslexia", and my email address is [email removed]!

Jun 1, 2015

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