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I don't think students with behavior issues be taught separately, yet teachers as parents as well give it a extra time and do some efforts to change their behavior problems. Intervention is necessary. Programs like Home Intervention System are beneficial to both parents & teachers and it can help you deal with a wide range of problems that children often encounter including; anger, substance abuse, school issues, self-esteem, arguing, motivation, interacting with family, and more. Parents, teachers, school counselors, grandparents, and any other individuals who frequently interact with children will benefit from techniques and concepts presented by the Home Intervention System.
I am a 5th year ED Sped teacher, career switcher, student of the 70 - 80's. I feel we are doing a dis-service to both students. We need to get away from " we have to mainstream so that the 'normal' students will be more aware of students with disabilities". We need to get back to making the kids THINK at all levels and push them as hard as we can. Yes intermix them where you can, but have ALL the students best intrests at stake.
that's my 2 cents ( yes i know my spelling and grammar are off but I too am not perfect)
I am doing a research based on behavioural problems within classroom settings and would like to more about it, specifically on the question.....'should students with behavioural problems be separated from other students????
I am a college writing teacher and I know that I cannot really speak for the phenomenal job that special education teachers have been doing all these years. However, my hat is really off to the regular classroom teacher who has been forced, against his or her will, to become a special ed teacher. I understand that many teachers have been dragged kicking and screaming into NCLB--hopefully, now that the assessment phase has ended an the schools that could no longer be artificially propped up have been graciously allowed to fail, so that the money can come in and help provided where it is needed--things are getting better. I consider myself an expert on NCLB. For the last 3 years my freshman comp. classes have written research papers on it--I have probably seen 200+ papers, from online students all over the nation.
One of the things that I have been the most impressed with, which is what drew me here, is the recognition that teachers can no longer just teach from an academic point of view. They must address the needs of the whole student--and not only the student but the student within the learning community. The classroom will not become a learning vehicle unless each student is a willing supporter of that mission. No student can be engaged in acting out or other inappropriate behaviors that consumed so much of a teacher's time and energy. And the teacher cannot be a learning conduit if the lessons which should be flowing and be received in a normal pattern of give and take are met with disruptive roadblocks. I find it interesting that the programs the Department of Education has developed as training tools for classroom teachers includes the other students in the classroom in problem solving schematics. Thus each incident becomes a teaching situation. Each disruptive incident becomes an opportunity to learn.
No, it's not the old days when the teacher could write on the board and the students would learn it. But let's face it. When exactly was the last time those old days were really a part of the picture. I doubt that they were even a reality when these teachers were in training. Of course that's the way they were trained. No wonder teachers lived in this world of cognitive dissonance.
Teaching has changed. I'm for it. I supervise a department myself, and I occasionally have newbies who will complain that the students don't want to study, won't learn. "There are only two variables in the equation," I tell them. "They won't change till you change." If it's broken, there must be a way to fix it. If you are a teacher, you should, at the very least, be teachable.
Not all aspergers students are bullies. In fact, I have been working with aspergers for 6 years straight and I have often found the opposite to be true. They function academically quite well in an inclusion environment, but are obviously "different". I had to often intervene when I shadowed a third grade aspergers student to protect him from a reg. ed bully. Most aspergers students can function quite well in an inclusion model depending on the severity of the behavior. Some students are too overwhelmed being around large groups and therefor will act out accordingly. THey should be placed in a self-contained environment. I've also found that when you place EBD kids in with other EBD kids, they feed off of each other's inappropriate behavior and don't learn through modeling, appropriate behavior.
I have been an EBD teacher for 10 years at the elementary level. Students with sever behavior needs should be taught in a special ed self-contained classroom. I am able to address the behavior needs and teach the socail skills the students are missing. In a general education classroom there isn't time to focus on the behavioral needs. Once students have gained the skill to behave appropriately they should be introduced to the mainstream classes a little at a time.
Most of my experience as someone with Asperger's Syndrome in Special Ed, with behavior problems was being bullied by them. Someone said putting behavior problem children in Special Ed with students who may have emotional sensitivities, is putting the bullies in with the perfect victims.
They should be taught in another classroom, so they are not able to abuse or manipulate other students in Special Ed. I'm sorry if that upsets any parents here of behavior problem children, but as far as I've known behavior problem to me has been just a PC way to say bully.
Students with behavior issues are a diverse population. Some of them will thrive in a regular classroom with appropriate role models. Others will not. It's the job of the smart special ed. teacher to know what works for which students. That's what special ed. is all about. I think one of the most challenging groups of students are those returning from residential treatment or juvenile jail. In many cases, they are not already determined eligible for special ed. and are challenging because the supports are not in place to help them be successful.
Many of the comments are right on target, but the issue really is that Special Education is not really understood by those who view it from outside, and often by those with limited experience within the field. The breadth and depth of the challenges faced range from perceptual impairemant to psychosis, and at times a combination of minor difficulties which are identified as multiply handicapped. There is a place for inclusion, but as mentioned, there is no one single approach, and often, the arguement for grouped services such as classes and schools, in-district or out of district, lend to specialization which can work to better provide for the student. While there are many more issues to support either side, like nature vs. nurture, there is no clear cut winner. In my opionion, there is room for both, hence the "least restrictive environment" restriction and when applied correctly, the student ends up in a fair setting where his or her individual needs can be met, as opposed to one where he is treated as equally as his peers, and his needs are not appropriately addressed.
I am a Special Education teacher, and while I support inclusion for all students in principle, I have been doing it long enough now to know that for many students, it is not working in actual practice.
A lot depends on the school/school system. I teach in a high school with drug/gang/violence issues. I have students with EBD (and MID) who have trouble moderating their behavior. When they spend their day with these junior hoodlums and gangsta wannabes, they get into real trouble (and they get injured). At least when they were self-contained with us, we could keep them safe during the school day.
The educational side of this is that I have watched the reading and math levels of my older students drop every year they have been in high school. We test them every year, and their scores are lower every year. They do not pass the state graduation tests, their basic skills level are dropping, so how can they be benefitting, from an educational standpoint, from inclusion.
I believe that there are some students with disabilities who are benefitting from inclusion. However, when I am in the genereal education classroom, I find that the Special Education students are not the ones who will ask for help. The students with EBD act out and are called "retarded" and other mean names. Special Education students often don't even want me to speak to them, but General Ed. kids will speak to me every day.
The other big problem that someone who replied to on this message board mentioned was "cookie cutter" kids. As educators, we know that all children are different, with specific needs, abilities, and learning styles. But NCLB, and standards-based classrooms have taken away most of the flexibility we used to have in working with our students. Because we are required to teach specific concepts on a specific schedule, we have to move on to the next concept, whether or not the students have mastered the current concept.
As a teacher, I feel trapped and anxious because I feel that all students are being cheated by NCLB, and many students are being cheated by inclusion. Teachers are so focused on meeting guidelines and standards that they don't get to enjoy just teaching as they once did. Inclusion caused educators and parents to throw all students into one big bowl without actually looking at who would truly benefit and who might suffer. And when we do annual reviews, we continue to leave students in inclusion, even though they are failing.
I don't know how to fix the education system, but I do know that it is broken, for many reasons. I agree that Special Education teachers need more instruction in teaching content, and the Gen. Ed. teachers need more instruction in working with Special Needs students (many teachers don't even know how to modify assignments until we teach them). As one person on this board mentioned, the "us & them" mentality has to change in order for inclusion to work well at all. Time to collaborate is essential for this to happen.