To me, inclusion means a child is able to be involved in his/her classroom community and not outcast into a separate environment. The text refers to a sense of belonging and acceptance when referring to inclusion. I do not believe inclusion makes all kids feel like they belong or are accepted. Sometimes a special ed. classroom for part of the day can give a child a sense of refuge.
I do believe that inclusive students can feel like an outcast and that IR rooms can be a refuge. Sometimes in the general classroom our kiddos just get worn out trying to keep up, even with accommodations and modification. We know that people do better if they feel good about their environment and self. I think that part of our challenge to help regular educators to develop programs of support with students and not separation. These programs have to work with the personalities of the teacher, also.
I really agree with his point. It can be very stressful for our students to try to fit in in the classroom. In the IR, though, they know there isn't judgment. Everyone is there to learn, no matter what level they are at.
I think inclusion means allowing a student to remain in the classroom while providing the support that is necessary for success. In order for this to happen though, the classroom teacher must be good at, and willing to, modify assignments and provide accommodations. If inclusion is going to be good for the student, there needs to be a lot of forethought and planning, otherwise I think the student feels even more different. I don't think my original thoughts about inclusion are that different from the text's definition. I just don't know if it always turns out as wll as it should.
Getting teachers to buy in is a core issue. I think that sometimes they don't know how to do this and change is difficult. The more buy from the teacher, the more success our kiddos will have.
Ginger, I agree with your comment that inclusion doesn't always make all kids feel accepted. I think sometimes they feel even more different, when their assignments are significantly different or things are super hard for them without a para. I think we have to balance the positive benefits of inclusion with the effects of having a child not understand what is being taught and constantly feeling like they don't measure up. Our rooms are a place of refuge for many of them.
Inclusion is developing a classroom where the educational uniquenesses of all children are part of the fiber of the classroom. As a special educator my focus in on those identified students and helping develop a system that allows our shared children to be their best. I think that is about what the book was trying to say in defining inclusion. Maybe my difference is the focus on the WHOLE CLASS SUCCESS with emphasis on those special education identified students.
I agree with your thinking of "whole class success". I was thinking that true inclusion takes each child where they are at and puts them all together to make a whole class. The different learning styles, background information and levels that students have contribute to the overall oneness of a classroom.
Wouldn't it be kind of awesome if there was a job completely devoted to helping teachers come up with all of the modifications and accommodations they need! It would make such a difference for so many kids if they could all get their needs met. I think most teachers have great intentions but just run out of time.
Hello and welcome everyone! I am monitoring this blog for Marcy this semester. As a former para professional and classroom teacher, I found this book to be very beneficial and user friendly. The CD at the back has all of the forms for the later activities ready to print off. Inclusion to me is more academic. Being included in the class curriculum through differentiation and modifications so that all students can participate in some degree is my ideal of inclusive practices. Social inclusion is also important. The book talks about collaboration between general ed. and special education students as being the whole of the learning community.
Dot, Developing a system for identified students can be fun. I love this creative part of our jobs, because there is no one-size-fits-all, and what works for one kid doesn't work for all. Furthermore, what works in one classroom doesn't always work in another.
Rae Lynn, Providing the support that is necessary for students is definitely our goal. Unfortunately, teachers being willing to modify and accommodate is an uphill battle even if it is the law. We've got to step in and assist with modifications and accommodations and that creates tension for me.
I wish there were more ways to include kids in the regular curriculum, but often it doesn't seem possible. It seems like the kids do need to be "caught up" before they can be included in the class if there is a grade involved. I agree with Rae Lynn, getting teachers to accommodate or let me make adapt materials is like trying to herd cats.
I think one of the hardest parts of working with teachers to make sure the modifications are meaningful is just finding the time! I would love to have time to meet with all of my teachers and really come up with great ideas together but it never seems to happen like it should. Probably teachers would like to do more but, again, time is such an issue.
Inclusion to me is allowing all students to be in a general education classroom, where modifications and accommodations are being made to allow a student to feel successful and part of the classroom. However, I think that not all kids feel accepted in their classrooms even when accommodations and modifications are being made.
Can I just say that everyone else took my answer?? All great comments so far..I agree that students need to be included in the regular classroom with their peers as much as possible, and not just for specials, recess, and lunch. However, I agree that they do find a refuge in the interrelated classroom where they can learn at their instructional level, have less frustration and embarrassment and feel free to express their opinions and ideas without being laughed at. I think we need to balance the two settings and look at what is best for each individual student. Collaboration with regular education teachers is a must when doing inclusion. We all have those great teachers who do an excellent job with inclusion and I personally still have those teachers who want the SPED kids in my room all day. I find it is tough for kids to feel included in those teacher's classrooms, so I am guilty of tailoring services to what is best for the kids given the circumstances.
I agree with you we do have those great teachers that do a great job with inclusion and we also have those teachers that want students in our class all day long. Do you find that the teachers that want the kids in your room all day long are those that are not so open to new things too? I think we can all be guilty of tailoring services to do what is best for our students.
Yes, and as with one of your other comments, they are the veteran teachers who have been here forever. They remember the "good ole' days" when students with IEP's were pretty much self-contained and never really even went into the regular classroom. The younger teachers I work with and ones that have come from other districts are much more willing to have the students in-class. I have some teachers that pretty much do most of the accommodations, etc. themselves and others that refuse to even use the accommodations I suggest. There was one in particular who has totally changed her ways after I did class-within-a-class with 4 boys on KAMMs (low level) in her class. After she saw me work with them and how I modified, etc. she was on board as long as I made the test, etc. I'm totally okay with doing that if the kiddos can stay in-class.
It appears that many of us are finding the same issues with inclusion. The reading discusses that a great collaborative effort is required to do inclusion well, and I think this is true. My idea of collaboration, however, is very different from the teachers I've worked with so far. They would like to discuss ideas of how to change what they do with one student to make things better, but, as many of you have already said, are not open to providing these things to the whole class. I wish teachers would be more interested in learning how to differentiate and engage in collaborative planning. If the teacher did make lesson plans that included all levels, many of our students would not need someone with them.
I identify with your explanation of inclusion. Sometimes I feel teachers of special needs students have more in common with their students than we realize. Special needs students are not always welcome in inclusive settings because they are unique and they require varied instructional strategies. Sound familiar? Special educators’ roles are different than regular education teachers’ duties. Therefore, SPED staff looks and acts different. Just as students, special education teachers are also present in the classroom asking/expecting differentiated instruction. The only difference between the adults and students in this analogy is that the children are mostly without “a voice”. They are innocent participates in the environment. They have little, if any, control of their situation. (The only control they may have is negative behavior. The negative behavior is a cry for justice, which falls on unjust ears.) The adults are to voice their concern and expertise; however, they can be just as “voiceless” as the student if the perception of special education does not align with special education guidelines.
The positive side of the frustration and mistreatment is that perhaps the exceptional needs students and the special educators are in the process of making history as they trail blaze a clearer and more just trail into the future.
What does inclusion mean to me? Debbie Hockett Inclusion yields wonderful benefits for students in many different ways. Two students pop into my head during the examination of the concept of inclusion. One student’s story could serve as a plug for inclusion. There other student’s elementary education experience did not involve as much inclusion. The first student began to be included more in the general education setting during third grade. That was about the time that this student, who was lower functioning, began to “blossom”. Often I ask myself “why”? Did the student require multiple years of exposure in the educational setting to start making connections in speech, language and reading? Did the different instructional strategies during pull-out make the difference? Did the student’s brain mature and allow her to begin learning at a higher rate? OR ….. Did inclusion factor into the equation of her education EXPONENTIALLY? I throw that out for you to reflection on. I continually run the concept through my brain asking myself “What happened?”, “What made the impact?”. Lacking a definitive explanation, I answer myself with the “safe route” response. Probably, many factors “drove” her success. I do not have any way to measure what made the difference. I am new to special education. Maybe some of you could give me your opinion based on your experience with students similar to this one. In considering student number two and the concept of inclusion, I would say that overall inclusion did not have as much impact on his academics. This student’s cognitive level and maturity was much lower than the first student I mentioned. For the majority of elementary school his attention span on one task was one to two minutes. Imagine trying to quietly keep this student engaged in the regular education setting without disturbing the education of others. However, I do believe that student needed to be around his peers for a portion of the day to develop some social skills. I say some because he functioned at a social level similar t o his cognitive level. In reality he was acting similar to a preschooler when his peers were third graders and higher. He did share some higher functioning interests similar to his peers like basketball and enjoying music. In his example, if this student viewed a young student in the resource room coloring, for instance. He would watch them and be motivated to color. If he was alone in the resource room with a teacher or para his advancement was severely affected. Did inclusion work? Would more inclusion have worked? How realistic would it have been, if his peers in fifth and sixth grade colored or formed letters out of play dough every day? Some say have a peer partner paired with him and let them model performing a preschool task. His peers needed to be taking notes in science or completing a social studies worksheet. Thinking back to his attention span… one to three minutes? How receptive and patient will a classroom teacher be when this student’s attention runs out and his behavior kicks in? Redirecting could take a few minutes or longer? What do you think? Should this student have been in the inclusive setting during sixth grade math, science, social studies, language arts, and reading? I do not think we can always measure all of the benefits.
Deb, Oftentimes students catch up in third grade. That is why the lower elementary years are considered developmental and why we are reluctant to place kids in special education during this time. I have seen it time and time again on the other end of the special education spectrum. Students are considered gifted because they have a broader background knowledge coming into public education because most often of parental influence. They are early readers and precocious in their thinking and activities. Then when they hit third grade through fifth grade, everybody else catches up and they are not so different from their peers. That is my perception of why students "click" in third grade. It's developmental in nature.
I wholeheatedly agree. I have exited students after third grade more than any other time. Even my own oldest daughter was referred for gifted services in first grade, but really wasn't exceptionally gifted, just well rounded.
Inclusion is my sped students going to core subjects and learning in the same setting with their peers. This is important because sped students already know they are different and having them in class with their peers helps them to feel like they are part of the group. Plus they learn valuable social and behavior skills in the process!
Your definition of inclusion brings up a good point. Students with special needs do already have a feeling that they are different. Sometimes I think that they might believe that they are of less importance. They appear to feel that due to their skill level they have not and probably will not earn the right to be in the classroom during a core subject class. On the flip side sometimes they are most comfortable in the resource room where everyone accepts them for who they are and what they can do.
I think that sometimes special ed students feel like they are different than other students, especially as they get older, like in middle school. I have had students in jr. high tell me, "I'm not smart", or "I'm slow". I find this sad, and as their teacher I try hard to give them motivation. I give them much praise as they work hard to do well in their classes.
The book describes today’s inclusive classroom as a room consisting of students with and without disabilities. In the past, students with disabilities, who due to their disability could not “fully’ participate in the classroom, were not included in the regular education classrooms. My personal definition parallels the textbook definition. My philosophy regarding inclusion has evolved as my knowledge and experience in the area of special education have expanded. Throughout the transformation my views on inclusion have tilted towards more inclusion, primarily. As with almost anything in life, people provided with the power to decide “how much or how little” of inclusion should be well-informed about the benefits and harmful effects of inclusion. They should also consider what environment would allow the individual to progress the most. Many factors related directly to the students and indirectly must be considered in the final decision. For example, if the general education classroom teacher is not receptive to special needs students and refuses to collaborate with special education staff, the inclusive environment will not provide the “best” learning environment for the students.
I like that you posted about collaboration. It is very important to me that the special ed teachers collaborate and work alongside the general ed teachers. The best modifications and accommodations can be made when the teachers collaborate with each other about the curriculum and classroom settings. Great post!
To me, inclusion means students in the special ed program are included in regular education classes with other students, not in isolation, or learning by themselves in the resource room. With inclusion, students learn social skills by interacting with their peers in a classroom setting. When students are pulled out of the regular ed classroom to learn in the resource room and working with the special ed teacher or a para, they may develop a stigma, or even feel excluded from their peers. For some students, when they are included in a regular ed classroom, they will possibly feel more comfortable learning alongside other students their age. However, some students in the reg ed classroom may feel inadequate or not as smart, or struggle with learning. The text says that inclusion can make students be more accepted. Some students in special ed may feel more comfortable during pull out because they are able to work at their own pace and they won't feel like they are competing with students their age.
Yet another post is gone. To me inclusion means letting every kid participate at his or her level up to the point where they interfere with the learning of the class as a whole, or they feel so lost they loose confidence. The only difference I have from the book is they don't discuss pull out for part of class and inclusion for part of it.
To me, inclusion means a child is able to be involved in his/her classroom community and not outcast into a separate environment. The text refers to a sense of belonging and acceptance when referring to inclusion. I do not believe inclusion makes all kids feel like they belong or are accepted. Sometimes a special ed. classroom for part of the day can give a child a sense of refuge.
ReplyDeleteI do believe that inclusive students can feel like an outcast and that IR rooms can be a refuge. Sometimes in the general classroom our kiddos just get worn out trying to keep up, even with accommodations and modification. We know that people do better if they feel good about their environment and self. I think that part of our challenge to help regular educators to develop programs of support with students and not separation. These programs have to work with the personalities of the teacher, also.
DeleteI really agree with his point. It can be very stressful for our students to try to fit in in the classroom. In the IR, though, they know there isn't judgment. Everyone is there to learn, no matter what level they are at.
DeleteI think inclusion means allowing a student to remain in the classroom while providing the support that is necessary for success. In order for this to happen though, the classroom teacher must be good at, and willing to, modify assignments and provide accommodations. If inclusion is going to be good for the student, there needs to be a lot of forethought and planning, otherwise I think the student feels even more different. I don't think my original thoughts about inclusion are that different from the text's definition. I just don't know if it always turns out as wll as it should.
ReplyDeleteGetting teachers to buy in is a core issue. I think that sometimes they don't know how to do this and change is difficult. The more buy from the teacher, the more success our kiddos will have.
DeleteYou are correct in thinking that forethought and planning are important aspects of inclusion. Inclusion just doesn't happen spontaneously.
DeleteGinger,
ReplyDeleteI agree with your comment that inclusion doesn't always make all kids feel accepted. I think sometimes they feel even more different, when their assignments are significantly different or things are super hard for them without a para. I think we have to balance the positive benefits of inclusion with the effects of having a child not understand what is being taught and constantly feeling like they don't measure up. Our rooms are a place of refuge for many of them.
Like your wording on the balancing the positive with the effects. Do agree with that.
DeleteInclusion is developing a classroom where the educational uniquenesses of all children are part of the fiber of the classroom. As a special educator my focus in on those identified students and helping develop a system that allows our shared children to be their best. I think that is about what the book was trying to say in defining inclusion. Maybe my difference is the focus on the WHOLE CLASS SUCCESS with emphasis on those special education identified students.
ReplyDeleteI agree with your thinking of "whole class success". I was thinking that true inclusion takes each child where they are at and puts them all together to make a whole class. The different learning styles, background information and levels that students have contribute to the overall oneness of a classroom.
DeleteWouldn't it be kind of awesome if there was a job completely devoted to helping teachers come up with all of the modifications and accommodations they need! It would make such a difference for so many kids if they could all get their needs met. I think most teachers have great intentions but just run out of time.
DeleteHello and welcome everyone! I am monitoring this blog for Marcy this semester. As a former para professional and classroom teacher, I found this book to be very beneficial and user friendly. The CD at the back has all of the forms for the later activities ready to print off. Inclusion to me is more academic. Being included in the class curriculum through differentiation and modifications so that all students can participate in some degree is my ideal of inclusive practices. Social inclusion is also important. The book talks about collaboration between general ed. and special education students as being the whole of the learning community.
ReplyDeleteDot,
ReplyDeleteDeveloping a system for identified students can be fun. I love this creative part of our jobs, because there is no one-size-fits-all, and what works for one kid doesn't work for all. Furthermore, what works in one classroom doesn't always work in another.
Rae Lynn,
ReplyDeleteProviding the support that is necessary for students is definitely our goal. Unfortunately, teachers being willing to modify and accommodate is an uphill battle even if it is the law. We've got to step in and assist with modifications and accommodations and that creates tension for me.
I wish there were more ways to include kids in the regular curriculum, but often it doesn't seem possible. It seems like the kids do need to be "caught up" before they can be included in the class if there is a grade involved.
DeleteI agree with Rae Lynn, getting teachers to accommodate or let me make adapt materials is like trying to herd cats.
I think one of the hardest parts of working with teachers to make sure the modifications are meaningful is just finding the time! I would love to have time to meet with all of my teachers and really come up with great ideas together but it never seems to happen like it should. Probably teachers would like to do more but, again, time is such an issue.
ReplyDeleteInclusion to me is allowing all students to be in a general education classroom, where modifications and accommodations are being made to allow a student to feel successful and part of the classroom. However, I think that not all kids feel accepted in their classrooms even when accommodations and modifications are being made.
ReplyDeleteCan I just say that everyone else took my answer?? All great comments so far..I agree that students need to be included in the regular classroom with their peers as much as possible, and not just for specials, recess, and lunch. However, I agree that they do find a refuge in the interrelated classroom where they can learn at their instructional level, have less frustration and embarrassment and feel free to express their opinions and ideas without being laughed at. I think we need to balance the two settings and look at what is best for each individual student. Collaboration with regular education teachers is a must when doing inclusion. We all have those great teachers who do an excellent job with inclusion and I personally still have those teachers who want the SPED kids in my room all day. I find it is tough for kids to feel included in those teacher's classrooms, so I am guilty of tailoring services to what is best for the kids given the circumstances.
ReplyDeleteLarrilee,
ReplyDeleteI agree with you we do have those great teachers that do a great job with inclusion and we also have those teachers that want students in our class all day long. Do you find that the teachers that want the kids in your room all day long are those that are not so open to new things too? I think we can all be guilty of tailoring services to do what is best for our students.
Yes, and as with one of your other comments, they are the veteran teachers who have been here forever. They remember the "good ole' days" when students with IEP's were pretty much self-contained and never really even went into the regular classroom. The younger teachers I work with and ones that have come from other districts are much more willing to have the students in-class. I have some teachers that pretty much do most of the accommodations, etc. themselves and others that refuse to even use the accommodations I suggest. There was one in particular who has totally changed her ways after I did class-within-a-class with 4 boys on KAMMs (low level) in her class. After she saw me work with them and how I modified, etc. she was on board as long as I made the test, etc. I'm totally okay with doing that if the kiddos can stay in-class.
ReplyDeleteIt appears that many of us are finding the same issues with inclusion. The reading discusses that a great collaborative effort is required to do inclusion well, and I think this is true. My idea of collaboration, however, is very different from the teachers I've worked with so far. They would like to discuss ideas of how to change what they do with one student to make things better, but, as many of you have already said, are not open to providing these things to the whole class. I wish teachers would be more interested in learning how to differentiate and engage in collaborative planning. If the teacher did make lesson plans that included all levels, many of our students would not need someone with them.
ReplyDeleteAlice,
DeleteI identify with your explanation of inclusion. Sometimes I feel teachers of special needs students have more in common with their students than we realize. Special needs students are not always welcome in inclusive settings because they are unique and they require varied instructional strategies. Sound familiar? Special educators’ roles are different than regular education teachers’ duties. Therefore, SPED staff looks and acts different. Just as students, special education teachers are also present in the classroom asking/expecting differentiated instruction. The only difference between the adults and students in this analogy is that the children are mostly without “a voice”. They are innocent participates in the environment. They have little, if any, control of their situation. (The only control they may have is negative behavior. The negative behavior is a cry for justice, which falls on unjust ears.) The adults are to voice their concern and expertise; however, they can be just as “voiceless” as the student if the perception of special education does not align with special education guidelines.
The positive side of the frustration and mistreatment is that perhaps the exceptional needs students and the special educators are in the process of making history as they trail blaze a clearer and more just trail into the future.
What does inclusion mean to me? Debbie Hockett
ReplyDeleteInclusion yields wonderful benefits for students in many different ways. Two students pop into my head during the examination of the concept of inclusion. One student’s story could serve as a plug for inclusion. There other student’s elementary education experience did not involve as much inclusion. The first student began to be included more in the general education setting during third grade. That was about the time that this student, who was lower functioning, began to “blossom”. Often I ask myself “why”? Did the student require multiple years of exposure in the educational setting to start making connections in speech, language and reading? Did the different instructional strategies during pull-out make the difference? Did the student’s brain mature and allow her to begin learning at a higher rate? OR ….. Did inclusion factor into the equation of her education EXPONENTIALLY? I throw that out for you to reflection on. I continually run the concept through my brain asking myself “What happened?”, “What made the impact?”. Lacking a definitive explanation, I answer myself with the “safe route” response. Probably, many factors “drove” her success. I do not have any way to measure what made the difference. I am new to special education. Maybe some of you could give me your opinion based on your experience with students similar to this one.
In considering student number two and the concept of inclusion, I would say that overall inclusion did not have as much impact on his academics. This student’s cognitive level and maturity was much lower than the first student I mentioned. For the majority of elementary school his attention span on one task was one to two minutes. Imagine trying to quietly keep this student engaged in the regular education setting without disturbing the education of others. However, I do believe that student needed to be around his peers for a portion of the day to develop some social skills. I say some because he functioned at a social level similar t o his cognitive level. In reality he was acting similar to a preschooler when his peers were third graders and higher. He did share some higher functioning interests similar to his peers like basketball and enjoying music. In his example, if this student viewed a young student in the resource room coloring, for instance. He would watch them and be motivated to color. If he was alone in the resource room with a teacher or para his advancement was severely affected. Did inclusion work? Would more inclusion have worked? How realistic would it have been, if his peers in fifth and sixth grade colored or formed letters out of play dough every day? Some say have a peer partner paired with him and let them model performing a preschool task. His peers needed to be taking notes in science or completing a social studies worksheet. Thinking back to his attention span… one to three minutes? How receptive and patient will a classroom teacher be when this student’s attention runs out and his behavior kicks in? Redirecting could take a few minutes or longer? What do you think? Should this student have been in the inclusive setting during sixth grade math, science, social studies, language arts, and reading?
I do not think we can always measure all of the benefits.
Deb, Oftentimes students catch up in third grade. That is why the lower elementary years are considered developmental and why we are reluctant to place kids in special education during this time. I have seen it time and time again on the other end of the special education spectrum. Students are considered gifted because they have a broader background knowledge coming into public education because most often of parental influence. They are early readers and precocious in their thinking and activities. Then when they hit third grade through fifth grade, everybody else catches up and they are not so different from their peers. That is my perception of why students "click" in third grade. It's developmental in nature.
DeleteI wholeheatedly agree. I have exited students after third grade more than any other time. Even my own oldest daughter was referred for gifted services in first grade, but really wasn't exceptionally gifted, just well rounded.
DeleteInclusion is my sped students going to core subjects and learning in the same setting with their peers. This is important because sped students already know they are different and having them in class with their peers helps them to feel like they are part of the group. Plus they learn valuable social and behavior skills in the process!
ReplyDeleteCarol,
DeleteYour definition of inclusion brings up a good point. Students with special needs do already have a feeling that they are different. Sometimes I think that they might believe that they are of less importance. They appear to feel that due to their skill level they have not and probably will not earn the right to be in the classroom during a core subject class. On the flip side sometimes they are most comfortable in the resource room where everyone accepts them for who they are and what they can do.
I think that sometimes special ed students feel like they are different than other students, especially as they get older, like in middle school. I have had students in jr. high tell me, "I'm not smart", or "I'm slow". I find this sad, and as their teacher I try hard to give them motivation. I give them much praise as they work hard to do well in their classes.
DeleteThe book describes today’s inclusive classroom as a room consisting of students with and without disabilities. In the past, students with disabilities, who due to their disability could not “fully’ participate in the classroom, were not included in the regular education classrooms. My personal definition parallels the textbook definition. My philosophy regarding inclusion has evolved as my knowledge and experience in the area of special education have expanded. Throughout the transformation my views on inclusion have tilted towards more inclusion, primarily. As with almost anything in life, people provided with the power to decide “how much or how little” of inclusion should be well-informed about the benefits and harmful effects of inclusion. They should also consider what environment would allow the individual to progress the most. Many factors related directly to the students and indirectly must be considered in the final decision. For example, if the general education classroom teacher is not receptive to special needs students and refuses to collaborate with special education staff, the inclusive environment will not provide the “best” learning environment for the students.
ReplyDeleteI like that you posted about collaboration. It is very important to me that the special ed teachers collaborate and work alongside the general ed teachers. The best modifications and accommodations can be made when the teachers collaborate with each other about the curriculum and classroom settings. Great post!
DeleteTo me, inclusion means students in the special ed program are included in regular education classes with other students, not in isolation, or learning by themselves in the resource room. With inclusion, students learn social skills by interacting with their peers in a classroom setting. When students are pulled out of the regular ed classroom to learn in the resource room and working with the special ed teacher or a para, they may develop a stigma, or even feel excluded from their peers. For some students, when they are included in a regular ed classroom, they will possibly feel more comfortable learning alongside other students their age. However, some students in the reg ed classroom may feel inadequate or not as smart, or struggle with learning. The text says that inclusion can make students be more accepted. Some students in special ed may feel more comfortable during pull out because they are able to work at their own pace and they won't feel like they are competing with students their age.
ReplyDeleteYet another post is gone. To me inclusion means letting every kid participate at his or her level up to the point where they interfere with the learning of the class as a whole, or they feel so lost they loose confidence. The only difference I have from the book is they don't discuss pull out for part of class and inclusion for part of it.
ReplyDelete