Is FAPE being denied to behavior kids?

Students with severe behavior problems can miss a great deal of instruction time.  If a teacher has a student with such problems, especially in an inclusive setting, they should anticipate and plan for incidences in the classroom.  However, if teachers have insufficiently planned and the student is not receiving the appropriate instruction, have these students been denied the education that they should have.  I know, I know; you want to say, "How can you educate someone that won't let you?"  I agree; it's tough.  This student could be in the classroom but be so disengaged that they are not getting any classroom benefit; and if you try to engage, then you fuel the fire of the behavior that you are trying to avoid.  Yet, if they are sent to detention or suspension, they are not receiving anything.  What shall we do? 

Do bullies need to be referred to special education?

The law says that all children  who need special education services are to be identified, located and evaluated.  Now, how does this apply to bullies?  If the behavior is severe enough that it seems persistent, then it could be a manifestation of a specific disability, such as ADHD or EDBD.  That being said, how do we identify these behaviors in a subjective manner?

Is Full Inclusion the Best?

Full inclusion, as we know, is where EVERY student is educated in the general education classroom; regardless of the disability.  This creates, however, high demands for the teachers in these full inclusive settings.  I do agree that morally and social this is the best placement for students with pervasive disabilities but is this the best environment in which these students can LEARN?  I think, as special educators, we should take a close look at what IDEIA says about LRE and ask ourselves, "Is this child's education being restricted in the regular education classroom?"  Are we leaving these children behind?  Please share your thoughts.

The Demand for Inclusion & the Lack of Planning Time

Hello all.  Sorry I'm chiming in so late but it's been a long week.  For all of those out there who are trying to balance your own classes plus trying to find time to plan with your gen. ed. teacher, you know the meaning of my title.  You have the morning sessions in an inclusion setting but your planning time does not match your co-teacher's planning time.  You're covered up the rest of the day with your own classes and, what do you know, your co-teacher has his/her planning period during that time.  So, you do what any good teacher would do; you come in really early or stay super late, depending on what your co-teacher can do.  I have just described my school day in a nut shell.  Have you found yourself in a similar situation?  How do we alleviate this conundrum?  I feel it is imperative that the sped. and gen. ed. teacher work collaboratively to plan for the upcoming lessons but there is only so much time in a day.  There must be a practical solution to this problem.  I urge everyone to reply.  All suggestions are welcome.  I hope everyone has a safe and wonderful Labor Day weekend and I look forward to reading everyone's posts.