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Re: Inclusion research
Posted:
Feb 16, 1997 8:30 PM
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RW <"rwax@premier.net"@mail.premier.net> writes: > C. Graham wrote:
> >
> > Bingobut don't stick the responsibility for delaying a class soley on
> > included children. The most disruptive children, who hold up learning
> > far more than many with disabilities, usually have no labels at all.
> > Some may have LD, some may be gifted and bored, some may be under
> > extra stress at home-there are many excuses.
> >
> > > All Children deserve a SPECIAL education!
> >
> > I agree all learning and behavior problems are not special education
> > problems.
>
>
> I am a seventh grade language arts teacher, and special education
> students have been "included" in my classroom for three years. They
> do not act any differently than my regular ed students. The best
> part of inclusion is that my lower level students are able to receive
> small group/individual instruction from the second teacher...on a regular
> basis...something that would not be possible with only one teacher. A
> disadvantage of the program is that administrators who do not understand
> the dynamics of inclusion tend to overload classes. They will also
> place too many "included" students in one class...I have 12 in one hour!
> That's ridiculous and a complete waste of time.
>
> Robbyn Wax
>> In our school district there is no such thing as a second teacher.
>> We are expected to deal with any and all situations ourselves.
>> After all, we are "professional, trained, and in some people's minds
>> overpaid" for what we are doing.
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