Friday, October 1, 2010
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.
Subscribe to:
Post Comments (Atom)
I don't think full inclusion is the best idea. No one thing ever works for anyone. I think that there are some children who do benefit more from partial inclusion or maybe a full pullout day. That being said, I think those are probably students with the most severe disabilities. I think when it comes down to it, we just have to put forth the effort to look at each child and figure out what's best for them. It may take a little more work, but in the end, won't it be worth it?
ReplyDeleteTyrell, as I was watching one of Dr. Kahn's MTSU webcasts I caught a glimpse of the caveman. I loved the "do." You were right, we did have Language and Literacy together with Pam Neal. I remember the Caveman. You were so quiet.
ReplyDeleteBack to inclusion, I like to think of inclusion as a philosophy, not a place or a service. It is just the right thing to do for students. If the general education teacher does not share this philosophy, it will not work for the student or the sped teacher. We both must share the vision that ALL students should be educated to the maximum extent possible in the regular education classroom. Placement should not be decided based upon the child's disability like many teachers think. OK, this student is MR, he automatically goes to CDC. OK, this child is only LD so he can stay in the regular education classroom for science and social studies, but must go to resource for math and reading.
This student is ED, he must go to the behavior class.
These are all pre-determined decisions made before the IEP Team even meets.
Educating students in their own Least Restrictive Environment must be case by case. The days of one size fits all is GONE. We all must be riding the same train (regular and sped staff), if OUR goal is for students to achieve to their fullest potential!
Okay, that's my soapbox "preaching" for the day (LOL) I know that I am preaching to choir!
Melissa
Case by case is certainly the way to go for every student to achieve. I think everyone agrees that one size does not fit all. Sadly, financial restrictions from our school systems/local, state, and federal governments put us in this pickle. We have to work with the cards we're dealt with and put our game faces on in order for our students to achieve. Collaboration between SPED and general teachers is crucial.
ReplyDeleteSince you work with this day to day, is there difficulty working with general ed. teachers regarding inclusion? Does questions or concerns seem to go in one ear and out the other?
So, Melissa, was I sporting the long hair and all its glory, have it in a ponytail, or corn rolled? The style of the hair for a particular day depended if the Caveman was present or not. But anyway, I like the idea of inclusion as a philosophy; there's not really a right or wrong. Because if it works, it works and if it doesn't, then it doesn't. There are cases to argue both ways. Our Taking Sides book presents evidence of both sides. There is always going to be times when full inclusion works and times when it doesn't. One of the most important aspects, though, I feel, is the diversity of the population. I know there are numerous other factors but I feel that diversity plays the biggest role. Any one else have any thoughts?
ReplyDeleteYou were caveman with a ponytail.
ReplyDeleteI was very surprised when Dr. Kahn said that less than 1% of our schools are full included. I expected that to be higher. I think when you propose the idea of inclusion, most educators do believe in its merits, however, will tend to "exclude" some students with severe physical impairments or cognitive deficits. Almost always there are certain sub groups/disabilities that may need to be excluded. I don't think it is done because of any discrimination issues, but because that student needs the individualized, explicit instruction or functional goals provided in a resource or CDC setting.
I too believe that the issue of inclusion needs to be looked at on a case by case basis. I firmly believe that many students can truely benefit fron inclusion but I also believe that some students will need more specialized instruction in a different type of structured setting than the general education classroom. I think that Dr. Khan's reference of less than 1 % is pretty accurate from the experiences I have had. Teacher and administrator attitudes toward inclusion can make or break the entire process.
ReplyDeleteI agree that inclusion and how much a child is in the regular class needs to depend on what is best for that student. It is not a one size fits all. I also believe that if a special needs student is placed in the regular class, then they need to have modified work to complete. I have seen students placed in the class with no expectations for that student. for inclusion to work, everyone must be open to it from administration on down to classroom teachers to the parents...
ReplyDelete