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inclusion or pull out
Old 08-13-2009, 04:10 AM
 
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How many of you are in an inclusion program? I am going to do that this year, and I'm looking for suggestions as to how to work with a classroom teacher.


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Old 08-13-2009, 04:58 AM
 
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I do both pull out and inclusion. For inclusion I sometimes take a group that includes student's that aren't ELL. Or I'll pull ELL students inside the classroom at a table and assist them with whatever the teacher is instructing. I either have the same groups all the time in one class or just assist ELL students in another. I am flexible about needs. I usually don't know ahead of time what will be taught but you could meet with teacher you'll work with and either get their lesson plans or email each other what is up. It depends on your style and the other teachers. Some are very regimented and others more casual.
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What I've seen
Old 08-13-2009, 07:30 AM
 
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I have subbed for ESL teachers in one district. What they did was pull-out small groups for 50 minute instruction and also visit the mainstream classrooms where they would assist the same ELLs much like a paraprofessional does.
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Old 08-13-2009, 10:21 AM
 
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We're transitioning from pullout to inclusion--sort of. I am a fan of inclusion, because the kids looove that they get to do the work the others do. I do have a policy--it is inclusion but my job is not to be an aide to the teacher; my job is to be working with the my ELL students. I had to implement this after three teachers--count 'em tree--ordered me to run off copies for the class or grade papers. Sorry, folks, I'm not here to gopher, I'm here to teach. Once they got that down, inclusion was easier on me (I didn't have to plan for those students) and less stressful on the teacher (he/she doesn't have to worry about the student so much, because I was there). I saw leaps and bounds in self esteem and confidence, though not much hopping forward in language acquisition--it was pretty much the same.

I DO however, do pullout on Fridays, as well as the day before important tests or quizzes, which is why I said 'sort of' before. I like to give students some one on one or small group time to work on anything I see as a problem area that we can't work on in class or if they have questions or work they don't understand. A few of them just really like the spcial attention, and that they don't have to be embarrassed to ask about something everyone else got the first time.

My suggestions are: make it clear to the teacher that you are a teacher, not an aide. Go the extra mile--find some materials correlating to what you're doing in the classroom, for example, and offer them to the mainstream teacher. This is being collaborative and helps foster good relationships. Sit next to the person you're helping, and don't let your focus off of them.
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Old 08-13-2009, 07:50 PM
 
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Inclusion with sheltered content-based instruction. I would not go in with an attitude (although that may seem to work for MissESL). My co-teacher is now my best friend. Co-teaching works best when you build a strong respectful relationship. This cannot be demanded without resentment.


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Old 08-15-2009, 04:22 PM
 
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Our state does not have inclusion but push-in. Nobody has been trained in this and it is not suppose to be the special education inclusion or co-teaching. We are not totally sure what we're suppose to do. I have tried but am usually used as a para to pass out papers or take children to the restroom. This is why I do pull-out. Maybe once there is training I can do push-in but until then I need to be able to teach.
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Both sides
Old 08-20-2009, 03:10 AM
 
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I've done both sides of inclusion, the gen ed teacher and the inclusion specialist. I recommend asking for a time when you can meet, biweekly, perhaps, to discuss how to work together. If you go in with the attitude, we're a team, we're in this together, how can we help EACH OTHER, then everything goes more smoothly. As the gen ed teacher I have had many professionals come in the room. A lot of them don't plan for the kids, struggle to catch on to what I'm doing and assist, need a lot of direction, etc. and that makes in hard for the gen ed teacher. On the other hand, some gen ed teachers are controlling, or whole group teachers, and don't know what to do with the extra help. Here are some different ways my inclusion teacher and I have come up with for this year:

Double "whole groups"...we're teaching the same thing, but at the same time splitting the class in half so each child gets more attention.

Centers...Say there are four centers, two of them would be teacher-led.

Assessment...While I'm teaching, she takes students 1 at a time for individual assessmens that are mandated. Sometimes we switch so she gets to teach the whole gorup and I can to bond 1:1.

Preteaching and reteaching concepts the kids struggle with.

Good luck!
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