Should children with disabilities be fully included?

Hey there SS,

MAINSTREAM BASES!!!!„,my strong opinion…hehehe :wink:

I feel that FULL inclusion, depending on the childs difficulties, can be asking way too much of teachers and more importantly THE CHILD!!!!!

You also have to think about the possible behavior implications in the classroom and the home, of all the frustrations a Fully Inclusive classroom can bring.
I know thier is Mods and Accom….but even with those in place…sometimes the academic demands are still Way to much for a student. (Also referr to GE in IEPs in Subjects and such for guidance.)

Every student is just pushed WAY TOO HARD ANYMORE!!!! Not too mention what is expected of teachers!!!!!

Take Care SS, hope this was somewhat helpful.
Binky

What canwe do as teachers when the school distric is telling us us that students in special ed class are going to be mainstreamed in your classroom.? :roll:

:wink:

You are getting special education children in your classroom? And you are wondering what you should do about it?
ANSWER:
You deal with it! I don’t see a problem. If you need extra support in the classroom, then you ask for a aide, or you can team teach with a special education teacher. Together, you can offer each other so much. It would benefit both the children with disabilities in your class as well as the typically developing children.

80% of our nation’s children can qualify for special educaiton services under the national defination of a learning disability. You can’ t expect 80 % of all students to be “pulled out” for services.

Hi, I am a student teacher in Australia who is keen to find out what your policies for inclusion are in America. I would greatly appreciate if someone could help me.
cheers.
Hann

i AM A TEACHER IN TRAINING, AND i FEEL THAT EVERY CHILD DESERVES A CHANCE AT EDUCATION. wHY SHOULDN’T THE DISABLED CHILD BE ABLE TO BE IN A REGULAR CLASSROOM? :(

It depends on the nature and severity of the disability, and whether the teacher can successfully give the child the special ed he needs in the confines of the regular classroom. Some disabilities are too severe to permit full inclusion. In such a case, full inclusion becomes a more restrictive environment than part-time or full-time placement in a special-ed room. Obviously, you don’t want the child just being babysat because the teacher can’t teach him, or having him included in name only while he’s just sitting there doing nothing, and being rejected by his classmates.

Kathy G.

Hi, I’m new and not sure of what I’m doing but wanted to share with each of you something we have deveoped as a family. Our web site is www.sawoneheart.com We have dedicated our live to teaching students and educators and others what it is like to experience hands on an interactive set of Physical, mental and Learning disabilities. Our daughter Rachal is the inspiration behind our Workshop. Over 1,700 students and educations in Lee County Florida have experienced our Workshop. Our hearts desire is to bring is across the countys and state lines…….

I am an SLP and I work with children who have exceptional needs. It is very challenging and rewarding at the same time. I became an SLP because of my daughter’s challenges in learning due to a moderate to severe hearing loss, CAPD, ADHD. She too is one of those happy kids inspite of her challenges and she has learned to develop her talents. Often she has come with me to the schools I have worked at and just hung out with my other kids. My older son has also done the same. I think having these experiences has made my children better people and has been a blessing in our family.

My best to your family in your future endeavors. :)

Most school districts hope to include 80% of students in special education in general education classrooms for 90% of time they spend in school each day. Classrooms will have both special and general education teachers working with all the students. Special education teachers may modify classroom tasks when necessary.

You go all the way to ‘LD In Depth” on this site — there are some excellent articles and transcripts from chats and bulletin boards.

WHenever somebody posts the generic “should they be fully included?” question I roll my eyes and cringe.

Yea. All of them should be all the time.

Or not.

It’s just not a yes or no question — oh, but the poster probably knows that and I wax cynical and figure they need to answer the essay question and don’t feel like doing the homework themselves.

“Deal with it” answers inspire my prayerful side… often the students are dealt with in ways that manage the situation but are as bad as being closeted in a self-contained class. (See the “inclusion: issues and answers” for a description of the reality of what “inclusion” means to many students; it’s often *not* the academic or social solution that it’s painted, but you have to stop and analyze to really see the damage happening, and teachers busy trying to deal with as much as they have to deal with simply can’t do that… so the student gets shoved on through another year, learning whatever s/he could catch as it went by, usually including that s/he is In THe Group Who Can’t.)