Post by alisonzmom on Jun 20, 2004 23:37:01 GMT -5
I found the answer to this to be very interesting.... a teacher was asked what she thought about putting high performing students in with special needs students:
ASK THE TEACHER
Finding success with inclusion
By Ellen Peterson | June 20, 2004
Q. What is your opinion of placing high-performing students with special education students in the same classroom as an inclusion experiment? Do the high-performers benefit in any way, or are they not being challenged enough? Parent, Franklin
A. Like many other fields, education inevitably brings with it ‘‘buzz’’ words. Inclusion fits this category, and every person seems to have a different definition for it. In some schools, inclusion means placing all levels of students together in a room, regardless of individual needs. As you can probably guess, this is not a recommended scenario. Many classroom teachers are not trained in special education or inclusion techniques, and often have little outside support.
In other districts, inclusion means providing an aide in the classroom. OK, we’re getting closer, but again, adding an additional person without proper guidance doesn’t guarantee better teaching. Under the best circumstances, ‘‘co-teaching’’ is an ideal model to follow. Two teachers, usually one general education and one special education teacher, both bring their expertise and style to the classroom.
A few years ago, I co-taught with a special education instructor for part of the school day. In my class of 17, I had eight students who needed special services, including tutoring in math and reading, occupational and physical therapy, and counseling. The rest of the class ranged from struggling students to high-achievers.
In the past, students with special needs had to leave the class for reading instruction, a move that can make children feel like they’re different than their peers. When I co-taught, they stayed in my class all day. My colleague and I mixed students of different levels for reading and used groupings for a variety of activities.
Students asked each other questions and paid no attention to their individual academic levels. When they were confused about something, they simply would stop and say, ‘‘I’m confused.’’
Each day, I asked the students, ‘‘Did you help someone in your group today?’’ Every hand shot up.
Then I asked, ‘‘Did someone in your group help you today?’’ Again, every single hand went up.
One struggling reader said she could understand things better, and a high-achieving student said she learned many things, including new vocabulary to impress her mom. Parents agreed that the groups helped because their children expressed themselves more openly in a smaller group than they would in front of the whole class. Their children became more interested in reading at home, other parents said.
When we were given time to collaborate and plan lessons, my colleague and I succeeded. Unfortunately, my colleague and I did not get to teach together for more than an hour per day. For an inclusion classroom to succeed, administrators have to support the idea, teachers need proper training, and students must be grouped carefully.
If your child will be placed in an inclusion classroom, talk with the teachers and the principal and voice your concerns. Find out more about what will actually happen in class. Ask plenty of questions, especially about how they will help all students reach a higher level of learning. Follow up at a later date to be certain what you were told really is taking place. If it isn’t, keep asking questions, and approach the superintendent or school committee if necessary.
If your child’s school takes the right approach, every student in the class will be challenged and taught in a variety of ways. In addition, children discover that people learn in different ways and at different paces. Special education students are immersed with their peers and can move on to higherlevel skills if they are ready. High performers benefit, too, because they’re challenged at their level and exposed to various teaching techniques. Every student can learn from helping others, and not only the high-performers teach their peers. Being high-performing does not mean that a child is the best at everything. Everyone has something to offer.
Ellen Peterson has taught fourth grade at Union Street School in Weymouth since 1998.
This was in the Boston (MA) Globe .
I'm curious to see what those of you who have already started the school journey with your kids think!
Barb
ASK THE TEACHER
Finding success with inclusion
By Ellen Peterson | June 20, 2004
Q. What is your opinion of placing high-performing students with special education students in the same classroom as an inclusion experiment? Do the high-performers benefit in any way, or are they not being challenged enough? Parent, Franklin
A. Like many other fields, education inevitably brings with it ‘‘buzz’’ words. Inclusion fits this category, and every person seems to have a different definition for it. In some schools, inclusion means placing all levels of students together in a room, regardless of individual needs. As you can probably guess, this is not a recommended scenario. Many classroom teachers are not trained in special education or inclusion techniques, and often have little outside support.
In other districts, inclusion means providing an aide in the classroom. OK, we’re getting closer, but again, adding an additional person without proper guidance doesn’t guarantee better teaching. Under the best circumstances, ‘‘co-teaching’’ is an ideal model to follow. Two teachers, usually one general education and one special education teacher, both bring their expertise and style to the classroom.
A few years ago, I co-taught with a special education instructor for part of the school day. In my class of 17, I had eight students who needed special services, including tutoring in math and reading, occupational and physical therapy, and counseling. The rest of the class ranged from struggling students to high-achievers.
In the past, students with special needs had to leave the class for reading instruction, a move that can make children feel like they’re different than their peers. When I co-taught, they stayed in my class all day. My colleague and I mixed students of different levels for reading and used groupings for a variety of activities.
Students asked each other questions and paid no attention to their individual academic levels. When they were confused about something, they simply would stop and say, ‘‘I’m confused.’’
Each day, I asked the students, ‘‘Did you help someone in your group today?’’ Every hand shot up.
Then I asked, ‘‘Did someone in your group help you today?’’ Again, every single hand went up.
One struggling reader said she could understand things better, and a high-achieving student said she learned many things, including new vocabulary to impress her mom. Parents agreed that the groups helped because their children expressed themselves more openly in a smaller group than they would in front of the whole class. Their children became more interested in reading at home, other parents said.
When we were given time to collaborate and plan lessons, my colleague and I succeeded. Unfortunately, my colleague and I did not get to teach together for more than an hour per day. For an inclusion classroom to succeed, administrators have to support the idea, teachers need proper training, and students must be grouped carefully.
If your child will be placed in an inclusion classroom, talk with the teachers and the principal and voice your concerns. Find out more about what will actually happen in class. Ask plenty of questions, especially about how they will help all students reach a higher level of learning. Follow up at a later date to be certain what you were told really is taking place. If it isn’t, keep asking questions, and approach the superintendent or school committee if necessary.
If your child’s school takes the right approach, every student in the class will be challenged and taught in a variety of ways. In addition, children discover that people learn in different ways and at different paces. Special education students are immersed with their peers and can move on to higherlevel skills if they are ready. High performers benefit, too, because they’re challenged at their level and exposed to various teaching techniques. Every student can learn from helping others, and not only the high-performers teach their peers. Being high-performing does not mean that a child is the best at everything. Everyone has something to offer.
Ellen Peterson has taught fourth grade at Union Street School in Weymouth since 1998.
This was in the Boston (MA) Globe .
I'm curious to see what those of you who have already started the school journey with your kids think!
Barb
]
You can bet I will be copying it and sending off to my district. Man oh Man in my neck of the woods, inclusion to them means putting the child in a regular classroom with an aide with little to zip supports, I kid you not 
And most times the aide has noooo experience in special ed at all 
