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

self-contained classrooms

Katy D Self-contained Special Ed Teacher 8-12

Due to the terrible financial problems in Alabama, a lot of our students with more profound disabilities will be placed in classrooms with 30-35 students. I can't see this as an advantage. Please comments and advise me on positive solutions for our students.

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Intervention Specialist

For Katy D

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Wow- unbelievable! Be the voice for your students :) Let us know how things are going. The law is on your side.

Have most of them in the same

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Have most of them in the same classroom and follow them around.

worked this year

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I had a self-contained class room of 5 very needy special education 4th grade students and it really was successful this year. One student made a 2 year gain in reading, most made at least one years progress in reading. They all passed proficient on the reading Virginia Grade Level Assessment. I'm still waiting to hear on the Math VGLA and the Virginia Studies SOL. I had 4 other LD students join us throughout the day for studying and Language Arts sessions.

not legal either I would say

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The laws say that special education students need to be in the Least Restrictive Environment. By putting students with profound disabilities in general education classrooms you are putting them into more restrictive environments.

Middle school teacher-librarian in the Bronx, NY

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[quote] By putting students with profound disabilities in general education classrooms you are putting them into more restrictive environments.[/quote]

How do you figure that? General education is considered the least restrictive environment, even when it is inappropriate for a student.

Retired Mild-Moderate Special Day Class teacher

Wow...5 students from one

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I had a self-contained class room of 5 very needy special education 4th grade students and it really was successful this year. One student made a 2 year gain in reading, most made at least one years progress in reading. They all passed proficient on the reading Virginia Grade Level Assessment. I'm still waiting to hear on the Math VGLA and the Virginia Studies SOL. I had 4 other LD students join us throughout the day for studying and Language Arts sessions.

Wow...5 students from one grade level! You were very lucky to have such a class. My classes ranged from 11-15, averaging 12 students. They were learning disabled, behavior disordered, emotionally disturbed, autistic and mildly retarded. I had one aide most times, with an extra one for the autistic children. It was a challenging situation to say the least. I wonder what I could have done if I had only 5 students? That will never happen in California.

DCD centerbased teacher K-5

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My opinion would be the split time between the two with more time in regular ed at the young age. Once they hit 2nd-3rd grade less time is typically spent in the reg ed class as the heavy focus on curriculm -- unless your daughter is able to do modified curriculum. Push for inclusion -- go in and talk to her class the beginning of the school year -- tell them about Ainsley and how they can be her friend -- remind them that she is the same age and wants to be treated the same way -- alot of kids, especially girls at this age will like to play the "mother hen". the only way she can develop friendships is if she is with her peers. Reverse mainstreaming may be an option also -- the reg ed kids come into her sped room and see what she does there and can interact with her in that environment. hope my comments help.

Balancing acceptance with high expectations

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I am a teacher with 18 years of experience and a parent of a child on the spectrum. He was in a self-contained kindergarten for half a year when we relocated to place him in inlcusion. His progress has been miraculous. I wanted him to have appropriate social models, and friends. He has that and so much more. Despite scores placing him in the MR range, he is able to do second grade work with limited modifications. He reads at grade level and can write an essay with ease. Yes, it takes work, communication, a continual balancing act between accepting him and pushing him to his potential, but it has been well worth it. Just last night after playing outside for 3 hours, he lay beside an older boy from his school, and their laughter together made me cry. That is all I really wanted for him, and by choosing inclusion we got so much more. I have written a book about the journey, see www.dianelinder.com for more info.

I am a parent of a child on

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I am a parent of a child on the spectrum. I am also a teacher with 18 years of experience. After a 1/2 year of kindergarten in a self contained setting, I was told my son needed a special school, not only a special class. I relocated to an inclusive district and his progress has been miraculous. He is finishing second grade, at grade level in most areas, and he has friends. I keep analyzing, looking for the variables, trying to find some equation to connect with, but I can't. I came to offer him positive peer role models, and found that so much more was possible. Just last evening my son played outside for 2 hours and then collapsed on the grass with an older boy from school. They were laughing so hard they could barely stand up. That is what I wanted for him, and by choosing inclusion we got so much more. I have written a book about it and you can get info at my website www.dianelinder.com.

This is so sad because these

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This is so sad because these students will probably be pretty much left in a corner to do "whatever". I agree that you need to get the parents involved because they can make more noise than the teacher can. Is there any way you can pull the students out for their lessons as per their IEPs? With all the Federal monies that I'm sure Alabama gets, why can't they cut budgets elsewhere? I am so sorry that this is happening because students (with even the severest of disabilities) can and do learn.

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