RW <"firstname.lastname@example.org"@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.