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Joined: Oct 2005
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maj
 
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Joined: Oct 2005
Posts: 453
Senior Member
Why not?
Old 01-27-2006, 04:51 PM
 
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As both a spec. ed. teacher and the parent of a spec. ed. child, I'd have to ask *why* their needs aren't being met. Unfortunately, alot of schools are taking inclusion to extremes, forgetting that the law requires both placement in the least restrictive environment AND a *full continuum* of services. If the school just pushes kids into reg. ed. classes and calls it inclusion without giving those kids appropriate and necessary support, then there doing a huge disservice to those kids, and the parents need to address the issue. It sounds like your school needs to evaluate why the kids aren't succeeding, and then develop a plan to help them. Is there a second teacher in the room? If so, do the teachers get a common time in which to prepare lessons? Do the reg. ed. teachers understand the needs of the spec. ed. students? Do they resent them being there (sad, but still true for some), and do they accomodate and modify as needed? Is there an aide? Do any of the kids need a 1:1 aide to be able to function successfully in that learning environment? Can the curriculum be modified for those students (for ex., learning half of the definitions that the other kids must learn, or answering one essay instead of two, etc.). Who is accountable for the success of these students- the reg. ed. teacher or a spec. ed. teacher or both, and is this person the right person for the responsibility? These are just some of the questions that need to be considered when inclusion is the goal. The larger question is, is inclusion truly the best placement for each individual student? For some, it simply isn't. It's admirable that your school is trying to work toward a more inclusive model, but individual needs still must be met.
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