the wonders of inclusion

I am an aide in a full-time learning support (translation: mild mr, mostly inside our program, mainstreamed mostly for lunch, homeroom, and gym) middle school program, and I just want to address the issue of inclusion, pros and cons.Inclusion at its heart means well, but it isn’t always the best thing for the child, or the class that they are placed in. I have heard horror stories of whole classes that have been pulled down academcally while the teacher deals with the needs of the “inclusion” student. I have also heard and seen the horrors of all the LD kids being lumped together in the same class, for whatever reason.Some of the kids in our program (middle school) were in resource programs in their elementary schools, i assume pulled out for their more difficult subjects. Some were tagged early on, and placed in a similar program to ours in the elementary schools.I don’t know if the kids that were in resource were already higher functioning to begin with, but they seem to fare better in the middle school. The others do about average in our program, some better, some not so.We as educators and parents need to stop thinking of inclusion as the goal, and start thinking what will best prepare these children for success and independence as adults. What good is it for them to be able to name the planets, or the state capitals (good parlor games for the disabled) if they can’t make change, tell time, or read a road sign, or an asprin bottle? What good is it for them to do geometry, or learn to play a recorder when they can’t fill out a job application, or process the steps needed to call for help in an emergency.We’d like to think that they will learn these things by learning other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to them in each and every setting they will need to use it!If every time something becomes hard or frustrating their natural instinct is to shut down, or cry, or have a tantrum, these issues must be dealt with. It’s no picnic to deal with a MR teen who can’t or won’t tell you what’s wrong. Bosses won’t be as compassionate as teachers, and there are so many skills that need to be taught before they can be independent.I’m glad that your daughter is being included in the social life of her peers,and I’m sure that’s important for this time in her life. I want you to keep in mind however, that inclusion may not be the best choice for her as she progresses through school. Make sure she is acquiring the skills she needs to be a successful adult. Because of her disablitity, she will need a lot more help than you can give her. Straight academics will not address these issues either. Bear that in mind: It is such a wonderful feeling to hear that inclusion is a well
: thought out and accepted practice for so many teachers. It is what
: I fought for, for a year to get my daughter age 9 into a
: mainstreamed classroom, from a life skills classroom. Considering
: that she is only borderline mr, with attention deficit and no
: behavioral problems.: I can say that with the right teachers, pushing and supporting the
: social aspect of the child it makes a difference. I have been able
: to take my daughter to her first sleep over party ever this year!
: She was thrilled beyond belief, and as far as I know it went fine.
: She has been invited to birthday parties and has been socially
: accepted. She had not had this opportunity in the most restrictive
: environment the school had to offer, and that was the only offer
: they gave. The only peer modeling came to and from school on the
: school bus, and we all know what a free for all that can be.: She has a wonderful homeroom teacher who was previously a preschool
: teacher, and I think has the nurchering that most kids thrive on.
: I am truly grateful for her compassion.: But, she is pulled out in a resource room for math and english, and
: they (administrators) want her pulled out for longer for 1/2 the
: day so they don’t have to provide her with an aide. I am being
: told she is getting frustrated because she can’t keep up witht
: what the other kids are doing. (in her mainstream classroom) I am
: so tired of explaining that I know she can’t keep up. If she
: could, we wouldn’t be in this constant battle. So they are telling
: me how frustrated she is because she can’t keep up, and basically
: how can I be doing this to her causing her anxiety and frustration
: because she cant’ keep up and she can’t attend. How do I respond
: to this attack that I am doing something to make it harder on her.
: When I see it as a failure on their part to respond to her needs.
: They see she won’t be able to meet her reading goals, so they want
: to decrease the goal, instead of doubling the effort to attain it.
: I am so worn out from trying to get the district to embrace IDEA,
: they talk a wonderful talk but in reality that is all it is, talk.
: Due process hearings, mediation after mediation, When a district
: is only worried about the dollars spent and when the school
: psychologist is only an administrator barely squeeking out money
: to the special education department, and not promoting IDEA, how
: can the teachers be enthusiastic? When the goal should be how can
: we help the kids that need it the most, not how can we keep from
: spending any more money on them. What can I do to help my child?
: She is a darling, sweet child, I want more for her than the 30
: year old reading program that they are shoving down her throat. I
: would love to hear from someone and any suggestions would be
: greatly appreciated. I have run out of money for the services of
: an advocate and they absolutely, despised the very presence of one
: at any meetings, and dismissed any suggestions, or reminders of
: what IDEA stated. I thank you for reading my long story and any
: help you could give me! Thanks, Jeanne

EMAILNOTICES>no: I am an aide in a full-time learning support (translation: mild mr,
: mostly inside our program, mainstreamed mostly for lunch,
: homeroom, and gym) middle school program, and I just want to
: address the issue of inclusion, pros and cons.: Inclusion at its heart means well, but it isn’t always the best thing
: for the child, or the class that they are placed in. I have heard
: horror stories of whole classes that have been pulled down
: academcally while the teacher deals with the needs of the
: “inclusion” student. I have also heard and seen the
: horrors of all the LD kids being lumped together in the same
: class, for whatever reason.: Some of the kids in our program (middle school) were in resource
: programs in their elementary schools, i assume pulled out for
: their more difficult subjects. Some were tagged early on, and
: placed in a similar program to ours in the elementary schools.: I don’t know if the kids that were in resource were already higher
: functioning to begin with, but they seem to fare better in the
: middle school. The others do about average in our program, some
: better, some not so.: We as educators and parents need to stop thinking of inclusion as the
: goal, and start thinking what will best prepare these children for
: success and independence as adults. What good is it for them to be
: able to name the planets, or the state capitals (good parlor games
: for the disabled) if they can’t make change, tell time, or read a
: road sign, or an asprin bottle? What good is it for them to do
: geometry, or learn to play a recorder when they can’t fill out a
: job application, or process the steps needed to call for help in
: an emergency.: We’d like to think that they will learn these things by learning
: other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to
: them in each and every setting they will need to use it!: If every time something becomes hard or frustrating their natural
: instinct is to shut down, or cry, or have a tantrum, these issues
: must be dealt with. It’s no picnic to deal with a MR teen who
: can’t or won’t tell you what’s wrong. Bosses won’t be as
: compassionate as teachers, and there are so many skills that need
: to be taught before they ca

Did you mean to write something here? I’m really interested, but all I see in my original message.

: I am an aide in a full-time learning support (translation: mild mr,
: mostly inside our program, mainstreamed mostly for lunch,
: homeroom, and gym) middle school program, and I just want to
: address the issue of inclusion, pros and cons.: Inclusion at its heart means well, but it isn’t always the best thing
: for the child, or the class that they are placed in. I have heard
: horror stories of whole classes that have been pulled down
: academcally while the teacher deals with the needs of the
: “inclusion” student. I have also heard and seen the
: horrors of all the LD kids being lumped together in the same
: class, for whatever reason.: Some of the kids in our program (middle school) were in resource
: programs in their elementary schools, i assume pulled out for
: their more difficult subjects. Some were tagged early on, and
: placed in a similar program to ours in the elementary schools.: I don’t know if the kids that were in resource were already higher
: functioning to begin with, but they seem to fare better in the
: middle school. The others do about average in our program, some
: better, some not so.: We as educators and parents need to stop thinking of inclusion as the
: goal, and start thinking what will best prepare these children for
: success and independence as adults. What good is it for them to be
: able to name the planets, or the state capitals (good parlor games
: for the disabled) if they can’t make change, tell time, or read a
: road sign, or an asprin bottle? What good is it for them to do
: geometry, or learn to play a recorder when they can’t fill out a
: job application, or process the steps needed to call for help in
: an emergency.: We’d like to think that they will learn these things by learning
: other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to
: them in each and every setting they will need to use it!: If every time something becomes hard or frustrating their natural
: instinct is to shut down, or cry, or have a tantrum, these issues
: must be dealt with. It’s no picnic to deal with a MR teen who
: can’t or won’t tell you what’s wrong. Bosses won’t be as
: compassionate as teachers, and there are so many skills that need
: to be taught before they can be independent.: I’m glad that your daughter is being included in the social life of
: her peers,and I’m sure that’s important for this time in her life.
: I want you to keep in mind however, that inclusion may not be the
: best choice for her as she progresses through school. Make sure
: she is acquiring the skills she needs to be a successful adult.
: Because of her disablitity, she will need a lot more help than you
: can give her. Straight academics will not address these issues
: either. Bear that in mind

I am a parent of a 9 year old boy with Multiple disabilities. I believe in inclusion… it is right. However the educators do not fully embrace this philosophy and I have found you can not, no matter how hard you try, change a person’s heart unless they are willing.My son was fully included with all necessary supports for K-2 and then I decided that he was not learning the basics he needed to progress. He was moved along too quickly and the foundational learning principles were missed. The regular classroom was too busy and chaotic for him. I battled with the teachers to communicate and the aides to communicate with the sE teacher etc. I was the oversight for this whole team! I finally conceeded that I was pusueing a cause at the expese of my sons education. I moved him into a SDC and he has learned to read and has picked up so much more because he feels no pressure and failure from those around him. He knew he was not up to speed with his peers. It was defeating and discouraging for him. Now he is happy and is learning things that will benifit him in life. His teacher, however, does not dummy down the achedemics if the child has areas of strength. Finding the right setting is everything. Placement placement Placement. Nancy

You have to remember when you are dealing with multilple disablities, perhaps inclusion is not the best placement for a child. You are right, the regular classroom is too busy, and too chaotic for some kids with special needs.K-2 is a good time for social skills, for inclusion, and for learning the basics of how to get along. After that, if serious learning is to take place, that must come first.What I like about the program I work in is that the kids who can have success in a regular, or a resource classroom, are placed there for the classes they are stronger in, and stay with us for their other classes. We try to do our best to give them the skills they need to be successful adults, and not make too big a deal about the things they cannot do. Mostly it works. None of them would make it in a strictly inclusive environment, and most of them would not leave with the skills they need.: I am a parent of a 9 year old boy with Multiple disabilities. I
: believe in inclusion… it is right. However the educators do not
: fully embrace this philosophy and I have found you can not, no
: matter how hard you try, change a person’s heart unless they are
: willing.My son was fully included with all necessary supports for
: K-2 and then I decided that he was not learning the basics he
: needed to progress. He was moved along too quickly and the
: foundational learning principles were missed. The regular
: classroom was too busy and chaotic for him. I battled with the
: teachers to communicate and the aides to communicate with the sE
: teacher etc. I was the oversight for this whole team! I finally
: conceeded that I was pusueing a cause at the expese of my sons
: education. I moved him into a SDC and he has learned to read and
: has picked up so much more because he feels no pressure and
: failure from those around him. He knew he was not up to speed with
: his peers. It was defeating and discouraging for him. Now he is
: happy and is learning things that will benifit him in life. His
: teacher, however, does not dummy down the achedemics if the child
: has areas of strength. Finding the right setting is everything.
: Placement placement Placement. Nancy

: It is such a wonderful feeling to hear that inclusion is a well
: thought out and accepted practice for so many teachers. It is what
: I fought for, for a year to get my daughter age 9 into a
: mainstreamed classroom, from a life skills classroom. Considering
: that she is only borderline mr, with attention deficit and no
: behavioral problems.: I can say that with the right teachers, pushing and supporting the
: social aspect of the child it makes a difference. I have been able
: to take my daughter to her first sleep over party ever this year!
: She was thrilled beyond belief, and as far as I know it went fine.
: She has been invited to birthday parties and has been socially
: accepted. She had not had this opportunity in the most restrictive
: environment the school had to offer, and that was the only offer
: they gave. The only peer modeling came to and from school on the
: school bus, and we all know what a free for all that can be.: She has a wonderful homeroom teacher who was previously a preschool
: teacher, and I think has the nurchering that most kids thrive on.
: I am truly grateful for her compassion.: But, she is pulled out in a resource room for math and english, and
: they (administrators) want her pulled out for longer for 1/2 the
: day so they don’t have to provide her with an aide. I am being
: told she is getting frustrated because she can’t keep up witht
: what the other kids are doing. (in her mainstream classroom) I am
: so tired of explaining that I know she can’t keep up. If she
: could, we wouldn’t be in this constant battle. So they are telling
: me how frustrated she is because she can’t keep up, and basically
: how can I be doing this to her causing her anxiety and frustration
: because she cant’ keep up and she can’t attend. How do I respond
: to this attack that I am doing something to make it harder on her.
: When I see it as a failure on their part to respond to her needs.
: They see she won’t be able to meet her reading goals, so they want
: to decrease the goal, instead of doubling the effort to attain it.
: I am so worn out from trying to get the district to embrace IDEA,
: they talk a wonderful talk but in reality that is all it is, talk.
: Due process hearings, mediation after mediation, When a district
: is only worried about the dollars spent and when the school
: psychologist is only an administrator barely squeeking out money
: to the special education department, and not promoting IDEA, how
: can the teachers be enthusiastic? When the goal should be how can
: we help the kids that need it the most, not how can we keep from
: spending any more money on them. What can I do to help my child?
: She is a darling, sweet child, I want more for her than the 30
: year old reading program that they are shoving down her throat. I
: would love to hear from someone and any suggestions would be
: greatly appreciated. I have run out of money for the services of
: an advocate and they absolutely, despised the very presence of one
: at any meetings, and dismissed any suggestions, or reminders of
: what IDEA stated. I thank you for reading my long story and any
: help you could give me! Thanks, JeanneJeanne: As a special ed parent, teacher and administrator I really do understand your frustration, and it seems that there must be a better solution. It sounds like everyone is feeling attacked. My bet is, everyone really does want to help, just in different ways. Parents often jump to the conclusion that it is a money issue. I did with my own child. However,I’ve since learned that with the convoluted formulas for funding and reimbursement, this is rarely the case.I would caution you, however, to consider the impact of a 1:1 aide for your daughter as she gets older. Too many times, it appears as if kids have a “babysitter”, and it causes social isolation. I have seen, first hand, kids interacting well until the aide sits next to the child with a disability. At that moment, the other kids disperse. This is especially true in middle school, when students become more and more self conscious and aware of what other kids think. It’s really very difficult to train a well-intentioned aide to peel themselves away from a child when direct assistance is not needed.The best way to re-double efforts to make gains in reading, may very well take place outside the gen. ed classroom. I have seen very few general ed. classes engaged in direct instruction, which is one of the most effective means of reading instruction for hard to teach kids. (these materials could be 30 yrs old… but are supported by lots of research)Good luck, it’s a long road, but worth the struggle. Finding the right combination of mainstreaming and specialized instruction was an ongoing process for us. We changed the proportions several times in response to academic & social challenges.

I am an aide in a full-time learning support (translation: mild mr, mostly inside our program, mainstreamed mostly for lunch, homeroom, and gym) middle school program, and I just want to address the issue of inclusion, pros and cons.Inclusion at its heart means well, but it isn’t always the best thing for the child, or the class that they are placed in. I have heard horror stories of whole classes that have been pulled down academcally while the teacher deals with the needs of the “inclusion” student. I have also heard and seen the horrors of all the LD kids being lumped together in the same class, for whatever reason.Some of the kids in our program (middle school) were in resource programs in their elementary schools, i assume pulled out for their more difficult subjects. Some were tagged early on, and placed in a similar program to ours in the elementary schools.I don’t know if the kids that were in resource were already higher functioning to begin with, but they seem to fare better in the middle school. The others do about average in our program, some better, some not so.We as educators and parents need to stop thinking of inclusion as the goal, and start thinking what will best prepare these children for success and independence as adults. What good is it for them to be able to name the planets, or the state capitals (good parlor games for the disabled) if they can’t make change, tell time, or read a road sign, or an asprin bottle? What good is it for them to do geometry, or learn to play a recorder when they can’t fill out a job application, or process the steps needed to call for help in an emergency.We’d like to think that they will learn these things by learning other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to them in each and every setting they will need to use it!If every time something becomes hard or frustrating their natural instinct is to shut down, or cry, or have a tantrum, these issues must be dealt with. It’s no picnic to deal with a MR teen who can’t or won’t tell you what’s wrong. Bosses won’t be as compassionate as teachers, and there are so many skills that need to be taught before they can be independent.I’m glad that your daughter is being included in the social life of her peers,and I’m sure that’s important for this time in her life. I want you to keep in mind however, that inclusion may not be the best choice for her as she progresses through school. Make sure she is acquiring the skills she needs to be a successful adult. Because of her disablitity, she will need a lot more help than you can give her. Straight academics will not address these issues either. Bear that in mind: It is such a wonderful feeling to hear that inclusion is a well
: thought out and accepted practice for so many teachers. It is what
: I fought for, for a year to get my daughter age 9 into a
: mainstreamed classroom, from a life skills classroom. Considering
: that she is only borderline mr, with attention deficit and no
: behavioral problems.: I can say that with the right teachers, pushing and supporting the
: social aspect of the child it makes a difference. I have been able
: to take my daughter to her first sleep over party ever this year!
: She was thrilled beyond belief, and as far as I know it went fine.
: She has been invited to birthday parties and has been socially
: accepted. She had not had this opportunity in the most restrictive
: environment the school had to offer, and that was the only offer
: they gave. The only peer modeling came to and from school on the
: school bus, and we all know what a free for all that can be.: She has a wonderful homeroom teacher who was previously a preschool
: teacher, and I think has the nurchering that most kids thrive on.
: I am truly grateful for her compassion.: But, she is pulled out in a resource room for math and english, and
: they (administrators) want her pulled out for longer for 1/2 the
: day so they don’t have to provide her with an aide. I am being
: told she is getting frustrated because she can’t keep up witht
: what the other kids are doing. (in her mainstream classroom) I am
: so tired of explaining that I know she can’t keep up. If she
: could, we wouldn’t be in this constant battle. So they are telling
: me how frustrated she is because she can’t keep up, and basically
: how can I be doing this to her causing her anxiety and frustration
: because she cant’ keep up and she can’t attend. How do I respond
: to this attack that I am doing something to make it harder on her.
: When I see it as a failure on their part to respond to her needs.
: They see she won’t be able to meet her reading goals, so they want
: to decrease the goal, instead of doubling the effort to attain it.
: I am so worn out from trying to get the district to embrace IDEA,
: they talk a wonderful talk but in reality that is all it is, talk.
: Due process hearings, mediation after mediation, When a district
: is only worried about the dollars spent and when the school
: psychologist is only an administrator barely squeeking out money
: to the special education department, and not promoting IDEA, how
: can the teachers be enthusiastic? When the goal should be how can
: we help the kids that need it the most, not how can we keep from
: spending any more money on them. What can I do to help my child?
: She is a darling, sweet child, I want more for her than the 30
: year old reading program that they are shoving down her throat. I
: would love to hear from someone and any suggestions would be
: greatly appreciated. I have run out of money for the services of
: an advocate and they absolutely, despised the very presence of one
: at any meetings, and dismissed any suggestions, or reminders of
: what IDEA stated. I thank you for reading my long story and any
: help you could give me! Thanks, Jeanne

EMAILNOTICES>no: I am an aide in a full-time learning support (translation: mild mr,
: mostly inside our program, mainstreamed mostly for lunch,
: homeroom, and gym) middle school program, and I just want to
: address the issue of inclusion, pros and cons.: Inclusion at its heart means well, but it isn’t always the best thing
: for the child, or the class that they are placed in. I have heard
: horror stories of whole classes that have been pulled down
: academcally while the teacher deals with the needs of the
: “inclusion” student. I have also heard and seen the
: horrors of all the LD kids being lumped together in the same
: class, for whatever reason.: Some of the kids in our program (middle school) were in resource
: programs in their elementary schools, i assume pulled out for
: their more difficult subjects. Some were tagged early on, and
: placed in a similar program to ours in the elementary schools.: I don’t know if the kids that were in resource were already higher
: functioning to begin with, but they seem to fare better in the
: middle school. The others do about average in our program, some
: better, some not so.: We as educators and parents need to stop thinking of inclusion as the
: goal, and start thinking what will best prepare these children for
: success and independence as adults. What good is it for them to be
: able to name the planets, or the state capitals (good parlor games
: for the disabled) if they can’t make change, tell time, or read a
: road sign, or an asprin bottle? What good is it for them to do
: geometry, or learn to play a recorder when they can’t fill out a
: job application, or process the steps needed to call for help in
: an emergency.: We’d like to think that they will learn these things by learning
: other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to
: them in each and every setting they will need to use it!: If every time something becomes hard or frustrating their natural
: instinct is to shut down, or cry, or have a tantrum, these issues
: must be dealt with. It’s no picnic to deal with a MR teen who
: can’t or won’t tell you what’s wrong. Bosses won’t be as
: compassionate as teachers, and there are so many skills that need
: to be taught before they ca

Did you mean to write something here? I’m really interested, but all I see in my original message.

: I am an aide in a full-time learning support (translation: mild mr,
: mostly inside our program, mainstreamed mostly for lunch,
: homeroom, and gym) middle school program, and I just want to
: address the issue of inclusion, pros and cons.: Inclusion at its heart means well, but it isn’t always the best thing
: for the child, or the class that they are placed in. I have heard
: horror stories of whole classes that have been pulled down
: academcally while the teacher deals with the needs of the
: “inclusion” student. I have also heard and seen the
: horrors of all the LD kids being lumped together in the same
: class, for whatever reason.: Some of the kids in our program (middle school) were in resource
: programs in their elementary schools, i assume pulled out for
: their more difficult subjects. Some were tagged early on, and
: placed in a similar program to ours in the elementary schools.: I don’t know if the kids that were in resource were already higher
: functioning to begin with, but they seem to fare better in the
: middle school. The others do about average in our program, some
: better, some not so.: We as educators and parents need to stop thinking of inclusion as the
: goal, and start thinking what will best prepare these children for
: success and independence as adults. What good is it for them to be
: able to name the planets, or the state capitals (good parlor games
: for the disabled) if they can’t make change, tell time, or read a
: road sign, or an asprin bottle? What good is it for them to do
: geometry, or learn to play a recorder when they can’t fill out a
: job application, or process the steps needed to call for help in
: an emergency.: We’d like to think that they will learn these things by learning
: other skills, but SOME KIDS DO NOT UNLESS YOU directly teach it to
: them in each and every setting they will need to use it!: If every time something becomes hard or frustrating their natural
: instinct is to shut down, or cry, or have a tantrum, these issues
: must be dealt with. It’s no picnic to deal with a MR teen who
: can’t or won’t tell you what’s wrong. Bosses won’t be as
: compassionate as teachers, and there are so many skills that need
: to be taught before they can be independent.: I’m glad that your daughter is being included in the social life of
: her peers,and I’m sure that’s important for this time in her life.
: I want you to keep in mind however, that inclusion may not be the
: best choice for her as she progresses through school. Make sure
: she is acquiring the skills she needs to be a successful adult.
: Because of her disablitity, she will need a lot more help than you
: can give her. Straight academics will not address these issues
: either. Bear that in mind

I am a parent of a 9 year old boy with Multiple disabilities. I believe in inclusion… it is right. However the educators do not fully embrace this philosophy and I have found you can not, no matter how hard you try, change a person’s heart unless they are willing.My son was fully included with all necessary supports for K-2 and then I decided that he was not learning the basics he needed to progress. He was moved along too quickly and the foundational learning principles were missed. The regular classroom was too busy and chaotic for him. I battled with the teachers to communicate and the aides to communicate with the sE teacher etc. I was the oversight for this whole team! I finally conceeded that I was pusueing a cause at the expese of my sons education. I moved him into a SDC and he has learned to read and has picked up so much more because he feels no pressure and failure from those around him. He knew he was not up to speed with his peers. It was defeating and discouraging for him. Now he is happy and is learning things that will benifit him in life. His teacher, however, does not dummy down the achedemics if the child has areas of strength. Finding the right setting is everything. Placement placement Placement. Nancy

You have to remember when you are dealing with multilple disablities, perhaps inclusion is not the best placement for a child. You are right, the regular classroom is too busy, and too chaotic for some kids with special needs.K-2 is a good time for social skills, for inclusion, and for learning the basics of how to get along. After that, if serious learning is to take place, that must come first.What I like about the program I work in is that the kids who can have success in a regular, or a resource classroom, are placed there for the classes they are stronger in, and stay with us for their other classes. We try to do our best to give them the skills they need to be successful adults, and not make too big a deal about the things they cannot do. Mostly it works. None of them would make it in a strictly inclusive environment, and most of them would not leave with the skills they need.: I am a parent of a 9 year old boy with Multiple disabilities. I
: believe in inclusion… it is right. However the educators do not
: fully embrace this philosophy and I have found you can not, no
: matter how hard you try, change a person’s heart unless they are
: willing.My son was fully included with all necessary supports for
: K-2 and then I decided that he was not learning the basics he
: needed to progress. He was moved along too quickly and the
: foundational learning principles were missed. The regular
: classroom was too busy and chaotic for him. I battled with the
: teachers to communicate and the aides to communicate with the sE
: teacher etc. I was the oversight for this whole team! I finally
: conceeded that I was pusueing a cause at the expese of my sons
: education. I moved him into a SDC and he has learned to read and
: has picked up so much more because he feels no pressure and
: failure from those around him. He knew he was not up to speed with
: his peers. It was defeating and discouraging for him. Now he is
: happy and is learning things that will benifit him in life. His
: teacher, however, does not dummy down the achedemics if the child
: has areas of strength. Finding the right setting is everything.
: Placement placement Placement. Nancy

: It is such a wonderful feeling to hear that inclusion is a well
: thought out and accepted practice for so many teachers. It is what
: I fought for, for a year to get my daughter age 9 into a
: mainstreamed classroom, from a life skills classroom. Considering
: that she is only borderline mr, with attention deficit and no
: behavioral problems.: I can say that with the right teachers, pushing and supporting the
: social aspect of the child it makes a difference. I have been able
: to take my daughter to her first sleep over party ever this year!
: She was thrilled beyond belief, and as far as I know it went fine.
: She has been invited to birthday parties and has been socially
: accepted. She had not had this opportunity in the most restrictive
: environment the school had to offer, and that was the only offer
: they gave. The only peer modeling came to and from school on the
: school bus, and we all know what a free for all that can be.: She has a wonderful homeroom teacher who was previously a preschool
: teacher, and I think has the nurchering that most kids thrive on.
: I am truly grateful for her compassion.: But, she is pulled out in a resource room for math and english, and
: they (administrators) want her pulled out for longer for 1/2 the
: day so they don’t have to provide her with an aide. I am being
: told she is getting frustrated because she can’t keep up witht
: what the other kids are doing. (in her mainstream classroom) I am
: so tired of explaining that I know she can’t keep up. If she
: could, we wouldn’t be in this constant battle. So they are telling
: me how frustrated she is because she can’t keep up, and basically
: how can I be doing this to her causing her anxiety and frustration
: because she cant’ keep up and she can’t attend. How do I respond
: to this attack that I am doing something to make it harder on her.
: When I see it as a failure on their part to respond to her needs.
: They see she won’t be able to meet her reading goals, so they want
: to decrease the goal, instead of doubling the effort to attain it.
: I am so worn out from trying to get the district to embrace IDEA,
: they talk a wonderful talk but in reality that is all it is, talk.
: Due process hearings, mediation after mediation, When a district
: is only worried about the dollars spent and when the school
: psychologist is only an administrator barely squeeking out money
: to the special education department, and not promoting IDEA, how
: can the teachers be enthusiastic? When the goal should be how can
: we help the kids that need it the most, not how can we keep from
: spending any more money on them. What can I do to help my child?
: She is a darling, sweet child, I want more for her than the 30
: year old reading program that they are shoving down her throat. I
: would love to hear from someone and any suggestions would be
: greatly appreciated. I have run out of money for the services of
: an advocate and they absolutely, despised the very presence of one
: at any meetings, and dismissed any suggestions, or reminders of
: what IDEA stated. I thank you for reading my long story and any
: help you could give me! Thanks, JeanneJeanne: As a special ed parent, teacher and administrator I really do understand your frustration, and it seems that there must be a better solution. It sounds like everyone is feeling attacked. My bet is, everyone really does want to help, just in different ways. Parents often jump to the conclusion that it is a money issue. I did with my own child. However,I’ve since learned that with the convoluted formulas for funding and reimbursement, this is rarely the case.I would caution you, however, to consider the impact of a 1:1 aide for your daughter as she gets older. Too many times, it appears as if kids have a “babysitter”, and it causes social isolation. I have seen, first hand, kids interacting well until the aide sits next to the child with a disability. At that moment, the other kids disperse. This is especially true in middle school, when students become more and more self conscious and aware of what other kids think. It’s really very difficult to train a well-intentioned aide to peel themselves away from a child when direct assistance is not needed.The best way to re-double efforts to make gains in reading, may very well take place outside the gen. ed classroom. I have seen very few general ed. classes engaged in direct instruction, which is one of the most effective means of reading instruction for hard to teach kids. (these materials could be 30 yrs old… but are supported by lots of research)Good luck, it’s a long road, but worth the struggle. Finding the right combination of mainstreaming and specialized instruction was an ongoing process for us. We changed the proportions several times in response to academic & social challenges.