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pumpkin
 
 
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inclusion/resource?
Old 02-27-2006, 12:34 PM
 
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Please explain what an inclusion teacher and a resource teacher do. Do they have their own classroom? Do you make lessonplans or go according to the general ed teacher?
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Inclusion/Resource
Old 02-27-2006, 05:18 PM
 
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There are as many different answers to that question as there are schools in this nation.

In some places, "resource" teachers may have only pull-out groups or tutoring in their "resource" room. It is a small-group or individual setting for students who do not work well in a whole-group environment for various reasons (behavior, distractability, retention problems, etc. The list is as varied as there are students). In other schools, resource teachers work both in and out of the regular ed classroom, sometimes floating between classes, sometimes actually teaching in the regular ed classroom alongside or in tandem with a reg ed teacher.

Some districts use the terms "resource teacher" and "inclusion teacher" interchangably. A special education inclusion teacher has special ed credentials and may work with the reg ed teachers to accommodate and/or modify a special needs student's lessons. The special teacher may work with the teacher to make lesson plans, or may get the coming week's (for instance) program of study and on her own make accomm/mod to the plans for each of her students. An "inclusion teacher" can be a special education teacher who works both in and out of regular ed classrooms, helping the reg ed teacher; she may help with the lesson plans.

In our district, we also call regular ed teachers with whom we have clustered three to six special needs students "inclusion teachers".

I have a special education degree. I was hired as a special education Inclusion teacher. I am supposed to be implementing a program in which most, if not all, of our special needs students are in a regular classroom setting all day long, only coming to a special setting to receive related services, such as speech therapy or occupational therapy. I share my room with 2 speech pathologists and am very, very lucky to have the space and be included with 2 wonderful ladies. A lot of us in this field have no room of our own and some of us have to pack our classroom materials in a pull-along cart and go up and down the hallways to different reg ed classrooms to work.

The reality is that each year is different, my kids' needs are different, and my schedule changes as the year progresses and more and more students are added to my roster. Last year I worked 1/2 of my day in the reg ed classrooms. The other half was spent doing small-group tutoring with my special kids and Reading First intervention groups. This year has evolved to where I am only in one reg ed classroom for 1 hour and 15 minutes a day. The rest of the time is Reading First intervention, pull-out reading program, pull-out math program, and individual tutoring. Our "inclusion" program is virtually non-existent.

I don't know how other schools and districts define "inclusion teacher" and "resource teacher", but that is how it is at my school. It will be interesting to see other teachers' definitions.
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at my school...
Old 02-28-2006, 09:28 AM
 
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An inclusion teacher is the SLD teacher who goes into the regular ed classroom and teaches with a regular ed teacher

A resource teacher is a teacher who pulls students (regularly) to another classroom for instruction.

I however, am becoming confused with the terms "inclusion" and "co-teach" I always used those interchangably but was told by a staffing specialist in a meeting the other day that "co-teaching" is now being discouraged and the-powers-that-be want us to use the "inclusion" model instead. She wasn't talking about the wording, but the practice of. I was confused.
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in Florida
Old 05-24-2006, 01:48 PM
 
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According to the Florida Inclusion Network, which is part of the Florida Dept. of Education, co-teach is one method of delivery in the inclusion model. It entails an inclusion teacher and gen. ed. teacher sharing instruction in the regular ed. classroom for entire blocks of instruction time (reading, math, etc.) daily.
Support Facilitation is a step down in terms of service time, and entails an inclusion teacher supporting students in the gen ed classroom during specific instruction periods up to three days each week.
There is also monitor (occassional contact to check in with student) and consultation (requiring only contact with the gen ed teacher to monitor students' progress). Self-contained is potentially part of the range of services offered, however, the elementary school where I teach is looking to eliminate self-contained next year.
Not sure what staet you're in, but that's where it's moving to in Florida.
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