I have a question about Inclusion. Can someone explain to me how inclusion is a valid placement for LD students? If you have an LD student who’s reading well below grade level (or doing math below grade level), how can they manage to do the same work as the regular students if they are in a general education classroom? I understand that teachers/aides are there to help them along, but wouldn’t it be more productive to just have the students pulled into a resource room where they can get more direct instruction instead of being distracted by what the other teacher is teaching. For example, if you have a 6th grade LD student who’s in an inclusion setting who’s reading at a 3rd or 4th grade level, how are they suppose to succeed if they’re totally not at that grade level? Most of the schools around my area, the students switch teachers in the elementary setting for reading and math anyway. It seems that if an LD student switched for a reading class, they could just go to the resource room (and that would be there “reading class.”)
I guess I just don’t see how Inclusion meets individual needs for LD students who are working well below grade level. Yes, I understand the “Least Restrictive Environment” but let’s not forget the phrase that follows…”to the extent appropriate…”
Any other thoughts on Inclusion?
Re: Inclusion?
I would like to explain my way of thinking about inclusion, self-contained and
pull-out programs. Where I used to work, if a child’s reading or math levels were lower than grade level they were pulled out to receive intensive instruction in those areas. However, for science & social studies they were mainstreamed out to the regular classroom where they received modifications
in order to succeed in the classroom while their skills were being remediated. In other words, we set our youngsters up for success in the regular ed. classrooms while their skills were being remediated when they were pulled out.
The benefits of including them in with regular ed. students was outstanding
Now that I am in another school district and doing self-contained, I am experiencing all of the evils that go with this placement. Since the children are not included with the reg. ed. students, I must spend most of my time dealing with their inappropriate behaviors more than I can remediate their skills. The negative atmosphere that overwhelms the self-contained classroom was almost non-existent for those students who have been included in regular education.
You can include anyone in a regular ed. classroom unless you have positive
regular ed. teachers and special ed. teachers who believe that all children can learn and will learn. However, you cannot just include students and expect them to learn the necessary basic skills, but you can pull them out and remediate. There is nothing more joyous than to watch the student whose skills have been improving for half the year to feel confident enough to raise his/her hand in the regular ed. classroom to volunteer to read. In a self-contained classroom, you will never see any of this happen. At best, you might be able to get a student to stop calling himself or another student stupid on a daily basis.
Hope this helps.
Re: Inclusion?
When considering the issue of servicing LD students under an “inclusion” model, I think that A LOT of time and preparation need to go into place before you begin. Our school has adopted the inclusion model where appropriate. We have block scheduling, where each classroom of a particular grade conducts “core” academics at the same time. Within this time-frame we may have many FLEXIBLE groupings of students, working in the classroom at their level on reading, writing, and math. LD students are instructed by an LD teacher within the classroom (along with other students) under the same topic as the other children. The topic, may need to be modified, accomodated, or broken down to support the individual needs of each student, but it shares a common theme with the other students. This allows everyone to remain in the classroom together, while working at their own pace. I am enjoying this model of inclusion. It provides a “community” approach to each child, versus looking at the student as a “special ed” student or a “reg. ed.” student, he/she merely becomes our student. I think when considering inclusion, a combined approach is necessary. You will need to combine classroom and small group instruction in order to benefit your child. Research proves this as the most efficient model for LD students.
Re: Inclusion?
The IEP committee determines placement. As a special educator, I try to counsel my parents as to the best placement for their student. I only recommend that students be placed in an inclusion setting that have very few accommodations. Typically, these may include: testing in a small group setting, clarifying directions and extended time. Those with more accommodations are in the self-contained classrooms being remediated for their deficiencies.
Re: Inclusion?
You can quote any research and make it sound like it is great. Look at the research of ’ Reading Recovery’. It was fantastic and that is why we have this expensive ‘remedial’ program in so many schools and it doesn’t work. Inclusion only works if the LD students have been remediated in reading and writing and only needs a few accommodations. If they are severely below grade level in reading and math, inclusion should not be a consideration until remediated.
For a parents point of view who has the same question as you, here is how I responded to a post on the parenting an ADHD child board. The poster is a student looking for input for a project they are doing on inclusion.
I would be glad to respond.
1. Do you have experience in inclusion classrooms?
Yes. Our district follows the inclusion model and this is our fourth year. I oppose the use of the inclusion classroom as the answer to all learning disabled children. My son is dyslexic (5th grade reading at 2nd grade level) has short term and working memory issues and has auditory processing deficits. So, basically he is his own little word most of the day because he cannot keep pace with the general education classroom.
2. What is your philosophy of inclusion?
I believe inclusion should be an option, but it most certainly is not appropriate for all learning disabled children.
Inclusion was implemented as a result of a lawsuit by parents who felt that their physically disabled child was being discriminated against, by being segregated, in order to meet that child’s individual needs.
Two things are going very wrong. #1: Learning disablity is not that same as physical disabilty in every case, yet they are all put under the same umbrella. We would not address these issues the same way in a classroom. #2: It is not humanly possible to address individual needs of 28 children in one classroom (which is the goal of inclusion); therefore some are left out, left to their own devices and passed along.
3. What are the critical dimensions of an inclusive classroom?
I have researched this myself and found that teachers are required to take “one” class on special education or children with learning disabilities in order to be a certified teacher. They are then put in a classroom in a district that follows the inclusion model since this is the trend. They are not qualified to instruct those students. Teacher qualification and appropriate teaching style are critical, not a bonus.
4. Advantages/disadvantages?
I honestly see no advantages to his arrangement other than it is cost efficient for the district. The disadvantages:
a. LD children require most of the teacher’s time and energy to absorb and complete material.
b. Most of the time they are lost, embarassed to ask again and again and eventually tune out or give up.
c. These children’s self-esteem suffers greatly as they realize that they are not as “smart” as the other children in their class, cannot complete the work and are usually punished for all of the above.
d. Children who are of average ability and the gifted suffer as well. The teacher’s time is spent trying to keep a handful of kids (LDers) heads above water and the others must wait or not reach their level of ability. The other option (like we experienced last year) the teacher gravitated toward the gifted and left the LDers in their wake.
5. Do you think that children with any kind of disability can be included in the gen ed classroom?
I think it is cruel and irresponsible to not separate and educate LD children appropriately. Instead we are so worried about being politically correct, so we throw them in the classroom and hope for the best. After all, parents are told by administators to lower their expectations for their LD children (that is the truth, I have it on tape).
6. Tips for teachers forced into inclusion?
Learn as much as you can about every disability that comes up in your classroom. It is not difficult. Parents are able to find the info. I have even supplied it to teachers and have not received a positive response.
7. Reasons that make inclusion unsuccessful?
Unqualified, sometimes clueless teachers, using accomodations and modifications in the classroom instead of remediating the issues, treating all disabilities the same and truly not understanding what LD means.
8. Is inclusion emphasized because it is values-oriented?
I’ve been told that inclusion benefits all children, disabled or not. I do not agree. I have seen more cruelty on behalf of the non-disabled students toward the disabled than ever before. Children with a physical disability receive compassion and understanding because we can see their limitations and most people want to help. LD children know that they can’t keep up yet they are forced to do so to “be like everyone else.” LD children are viewed as stupid or mentally retarted when in fact all they need is specialized instruction. People are annoyed with him and dismiss him because he can’t keep up in class. I think it does more damage to the child’s self-esteem to force him into this situation. My son has needed private psychological counselling in order to deal with school on a daily basis.
9. The future of special education?
Inclusion will come back to haunt us. I believe it is just as cruel to most of these children as institutionalizing them like we used to do many years ago. We are basically doing the same thing, ignoring them.
We need to get off of our self-righteous high horses and address this issue like educated people. There is no harm in grouping children according to ability and letting them experience success and achievement accordingly in an appropriate environment. Yet we are being brainwashed into believing that inclusion must work for everyone. It is just such a sad, sad situation.
Why are kids flipping out and acting out with hostility and deadly force in the schools? Was this happening pre-inclusion days? Now, I am not saying that inclusion is solely responsible for such acts, but school environment certainly has something to do with this trend. What has changed in the school environment? Inclusion is on the top of my list and my son is living proof that this environment has caused him psychological damage.