A place for teachers and other providers of special education services to support each other, share information, and discuss topics, including assessment.

Full Inclusion

Janet

Curious to see how full inclusion is working at your school. Especially elementary level. With all the behavior problems and need of extra support, I just can't see it.

Comments (47)

Comment RSS

Full inclusion is a wonderful

Was this helpful?
0

Full inclusion is a wonderful idea if the logistics are well-planned and executed. I'm curious to read about how other buildings make it work. In my building, I am lucky to have a cohesive RtI model with flexible grouping throughout grade level teams and productive collaboration. However, four years ago my district spent all this time and money on training for classroom teachers and paraeducators only to RIF all of the paras last year. We have now moved to a consult model. Being in the first year of implementation, it is easy to see that the logistics have not been well-planned. One special education consultant assigned to six classrooms? Her job is to help meet the IEP minutes of the students on her caseload as well as perform interventions for the students identified through RtI. The consult model is not fitting well with our RtI model because our resources are spread too thin. Budget costs/cuts are the reason behind this approach. However, who is this benefiting?

Elementary teacher in New Mexico

Student Teaching

Was this helpful?
0

Before I began my student teaching experience, I was full force pro-inclusion. And I still am. However, some need to remember that the law states those with special needs should be taught with their non-disabled peers to the fullest extent possible. For some students, a resource room is just that. We have one student whose needs are taking away from the right to learn of the other students, and I think that is where a line needs to be drawn. But our two other students with IEP do great in the general ed classroom with their interventions.

Christian teacher and lifelong learner

Judging from the comments

Was this helpful?
0

Judging from the comments I've read and my experience I don't believe full inclusion really exists. What actually happens is there is a special education group operating in the background, often in a back corner of the room, inside a general education classroom. Teaching special needs kids is not really integrated into the activities of the class as a whole.

Producer LD Podcast, Digital Media Consultant, Author

Definition problem?

Was this helpful?
0

I have two kids with "special needs"- one has ADHD and written language issues, along with working memory challenges; the other also has ADHD, handwriting issues but is in AT classes. Both have had IEPs and 504 plans. I've found without support for differentiating instruction/personalized learning, even kids with relatively mild LD can become disengaged and eventually become behavior issues if their education is not working for them.
Both kids are in "regular" or AT classes all day, every day, but we always have to ask the teachers to give a heads up to help support the kids with the portions of school (largely secretarial issues) that cause them major headaches- it's not so much a comprehension issue as it is a material management and expectation issue.
Does inclusion and RtI and the discussion surrounding both change in a more differentiated learning environment? That's what we're discussing over in the personalized learning group. Come join us!

how are you doing it in your school. How many classes are cotaug

Was this helpful?
0
Quote:

I believe that full inclusion is the way to go. resource rooms and self contained categories only help to isolate students. done properly, full inclusion can work well, with differentiation strategies and the proper support.

elementary special education teacher

One of the biggest challenge

Was this helpful?
0

One of the biggest challenge I am currently facing is a district wide frustration. Last school year, I switched to teaching in a magnet school that focuses on project based learning. The school building is K-6 and all of my students are in the general education classroom with their peers. My job is strictly inclusion. Recently I was reprimanded for having a student one on one in another room. I was told, “you are a inclusion teacher...don’t you dare pull out any students.” Our superintendent has a vision that a inclusion teacher should stay in the classroom and work with their special education students. I am the only special education teacher in my building for kindergarten thru sixth grade. It is impossible for me to be in all classes all day everyday to service my students. My argument of time to progress monitor and to read tests to students did not go very far...which led to much stress in my teaching days. Any one having the same difficulties?

Can Full Inclusion Work?

Was this helpful?
0

I feel your frustration over not being able to pull students out during inclusion. Some people misunderstand the concept. We work with individuals based on their needs. That means if a students hits a snag, we do whatever it takes to help that child out. With inclusion, more staff is needed, not less. Well trained para-educators are great to help meet this need, but a lot of collaboration and planning is needed. I hope inclusion teachers are also able to team teach and work with groups of students based on common needs. We work as differentiation coaches as well. Special Ed teachers have a full plate! Good luck!!! And Stick with it :)

see more see less