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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Full Inclusion

Full Inclusion

Related Tags: Special Education
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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.

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LPS's picture
Cross Categorical/self-contained - Teacher

Well.. I just found out that if students are under a Self-Contained category then they have to be supported for at least 4 hours a day by myself or one of my TA's. Which is going to make it more difficult to mainstream unless I am able to cluster students. Usually, I start by taking 1 or 2 students in for Safety lessons or science. Gradually increasing their time until we can fade the support. It is difficult especially with budget cuts, and large class sizes. Materials are usually an issue (not enough for the extra kids).

Patricia Cullinane's picture
Patricia Cullinane
Secondary special ed, and english teacher from Cape Cod, MA

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.

Alice Powell-Brown's picture
Alice Powell-Brown
Elementary Special Education Teacher, Self-Contained (K-5)

I try. When I do IEP's I try to schedule, if appropriate, inclusion for one period at least. I usually put a phrase, "access to ________ activities as appropriate for ______," on the schedule page under subjects that the student can be successful in. I agree with Patricia that if done right with the proper support from the general ed teacher as well, full inclusion is appropriate for most students and opportunities for inclusion is appropriate for some students. In the end all students should have the opportunity. At the same time, I wish our students weren't counted as 'extra students' cause they are not. They are part of the student body and textbook counts, information flyer counts, classroom worksheet counts, and any other counts should not be in hind sight. I am so tired of 'oh, I'm sorry I forgot about your group'! I have one student who melts down when he is left out with class supplies such as just getting his textbooks this spring because they were given to him when the teacher lost a student then taken away when she gained a new student. Oh man, I was mad and my assistant worked his but off to correct it. People stayed clear of me for a while.

Martha Martin's picture
Martha Martin
Elementary Interrelated Special Education

The thought of full inclussion is wonderful. If someone could tell me how to do that with 18 students spread over 6 classrooms and with the support of 1 para and 1 part time LREA I would love to try it. When a student is working 2 to 3 grade levels (or more) behind there has to be constant support in the classroom for all core subjects.

LPS's picture
Cross Categorical/self-contained - Teacher

I am an advocate for inclusion. But I have found that if GE teachers are already overwhelmed by the demands put on them by adminstrators to have all students at benchmark by Spring it is tough. I struggle with the lack of support. The 2 students I have included this year have not received as much support as I would like them to have. I feel that they are gaining more in GE than they would in my SC room where we are dealing with disruptive behaviors for a large portion of the day. I do try and divide and conquer by moving students into the GE classroom for a portion of the day. We have a Resource Teacher who has up to 25 students and our SLP who has up to 60 students and me with 12 students on the self-contained roster (they are mild/moderate to severely delayed). Inclusion works if there is adequate staff to support and enough time for the Special Ed teacher to consult with the GE teacher this means the SPED teacher needs to have aworking knowledge of the grade level curriculum. I manage 3 grade levels and there is no way I can attend all 3 grade level meetings. I would never have time for my own planning time. I get to 1 or 2 grade level meetings a year for each of the 3 grades, and that is stretching it. I am open for suggestions.

Melanie's picture

I would love to include my 12 students more. But like some of you said there is just not enpough support. I have 3 paras but I butt heads with them when it comes to inclusion, they either push the students to melt-downs or do not want to make them try. I also am in a school where many of the staff and community seem to believe that my students have somethoing contagious. It is very frustrating and difficult to work around thew staff issues to be able to provide the LRE for each student. The two I do include are usually shipped off to the LD teacher because the GE says she cannot find the time to help them.

Pleas let me know how others deal whith these issues

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