The myth most prevalent in my school is that all students with disabilities must complete each assignment in the same manner as the students in the gen ed classroom. I try to dispel this assumption by telling teachers about how Mrs. so-and-so and I modify assignments and I even run off copies of similar work at that child's level for the classroom and hand them to the teacher, and tell her to "use this with 'Johnny'." Or when teachers want to give complete non-readers spelling words, I will flat out tell them that that's just not appropriate. It seems like some teachers (and it's always the same ones) only buy into my modifications/exceptions to assignments when we are dealing with a non-speaking, multipli-handicapped kid. I just try to enjoy all my teachers who differentiate assignments and there are always one or two teachers who I pray won't get my kids because I know I'll be going round & round with them all year.
You are so right about giving these teachers examples about how things can be modified without the world falling down. Leading by example is the best way to combat this.
Another frustration with some teachers is, rather than expecting the student to do the exact same thing, they expect the student to do nothing. I offer my services as much as possible to my teachers. Most of them try really hard to differentiate their assignments for kids that need it, which I really appreciate. I agree that giving the teacher an example about how to modify is good. That way they can see that the modification works and also see how they can do it themselves when they need to.
As I read your post, I had specific examples of the teachers you talked about going through my head. There are at least two specific teachers in my school who feel that if students can't do the same work, they should not be in the room at all. Unfortunately, they take it out on the student when I push them for inclusion. Luckily, I also have good teachers who need very little help know how to modify the work and provide appropriate support.
For the teachers who won't differentiate, have you gone over the Student Support Checklist with them? It did help me make some headway with one teacher I work with. Well, that and the fact that she won't be here to deal with accommodations next year.
The myth that inclusive education does not benefit general ed. students is something that I have seen time and time again, that is until we had a child with a fairly severe disability who went through the system from preschool to high school. At the time I was the elementary music teacher. Initially he only went to music class with para support, but the older he got the more he went to class independently with his peers. As para support was weaned off, his peers stepped up and included him more and more in their daily activities and this young man was able to participate in more and more classes without para support. This class grew into one of the most compassionate and helpful classes I have ever had. The moral of the story? Young children are very accepting of others differences and we as adults should follow suit.
AMEN TO THAT ONE. This year a former student of ours at the grade school is playing basketball at the high school. I do score board and listened to the varsity guys commenting to this guy. They were positive and encouraging and it made me cry, out of happiness. They have been with this guy since pre-school and they do accept him and encourage him. We have severe students in grade school that attend school only a few hours a week. When the class has activities and the students aren't there, I get asked, "Why isn't Susie at the party?" They expect them to be a part. When the one sits at the lunch table with the kiddos, they just keep going and even ask about Susie at times, but no big deal. I know that para dependency is a big thing I have been trying hard to change in myself. I hate it when I realize that a child is not doing work but we are doing it. Or that that child doesn't believe he can do it without us sitting there. It is so easy to get overly involved: Yet so hard to break it off.
I totally agree, Dot! I know that the students need help to be in the regular classroom at times, but at times I think they become way too dependent on that adult help. Then, when they don't have an adult right beside them, and they do nothing. There are a few times that I have told paras, "You need to check that they are doing the assignment correctly, then walk away and work with someone else. Go back in 5 or 10 minutes and check again, and walk away again." That is so hard when we as well-meaning adults want them to be successful and know how hard it is for them to work on their own. But, as I tell my students, "You won't get an adult sitting right beside you after high school telling you what to do all the time." I know that won't mean much to them now, but it will someday.
I think one of the best feelings in the world is when you see a student helping a special needs student. It gives both children a sense of friendship and makes them feel good. I love to see general ed students helping students with special needs, especially when it's one that is always pulled out of the classroom and misses a lot of that peer interaction. It's sad to see a student that's so used to being isolated and unsure of their peers. I have a student that calls everyone that has talked to him throughout the year "my friend". He remembers each of their names and waves to them in the hallways. :)
Amber, I'm sure that student's confidence got quite a boost by getting "weened" from a para. I think a goal of inclusive education is for the kids to be as independent as possible without holding their hands or doing things for them. Peer help is probably more exciting then adult help.
I completely agree that help from peers is one of the best things for students with disabilities. I too had a student who had para support all day long. We began weening him off during pe and music. Both teachers really stepped up to be "the teacher" and his peers were very helpful. He is now in junior high and becoming more independent. The peers who helped him have learned a lot by having him in their classrooms. I think they are more compassionate (some of them anyway) and more accepting of people who have disabilities.
I think the most prevalent myth is that all students must complete an assignment in the same way. One of the most common ways for some teachers to modify something is to take an assignment and cross things off. So basically, the student is doing the same assignment but maybe not as many questions. That's ok, but it doesn't really take much preparation or forethought and might not be what the student really needs. When a student can't complete the same assignment as the class, some teachers use that as a reason why he/she should be pulled out. It seems that either teachers are pretty good about differentiating assignments and asking me for help, or they are the complete opposite and just don't want to deal with it. For the most part, the majority of my teachers are very good about making sure our students get what they need in order to be successful in the classroom.
I agree with you. I think I haven't done the best job in helping teachers think out of the box to find things for students to do to still be part of the classroom. It is easy to cut assignments. It is hard to change what the child is doing with the assignments. I am hoping this book and you guys as experts, can help me open that door for our teachers and students.
So far I have made this comment three times. I forget to publish it. Who has the problem of following directions? Can't be me. Maybe this time I will remember. I have a great building and have been here a long time, so that helps. But problem appears to be if we are in the room on some severe students, then teacher never comes by, checks or seems to acknowledge the kiddo's existence. This really is upsetting. Don't you think children can feel the isolation? But, when we are not in the room, I observe teacher including and accommodating student. So there is a possibibility. I go in, not para, and do assistance. I engage student and then go and assist others. This allows child to be independent and feel less picked on. Then as opportunity knocks I ask teacher to help us explain something for student. Then I back off. Usually teacher does this and student starts asking for assistance. Of course, sometimes I have to set student up to ask teacher. Then I help others. This "Opportunity Knocking" Approach is over time, depends on chances to take and takes a lot of prayers, but it works most of the time. I do find the accommodation checklist we were doing with IEPs a year ago or so, helps teachers get a grip on what tools to use with our guys. Emails help and positive reinforcement works also. Boy is it time consuming.
I have had to dispel most of the myths in chapter one during the past 13 years. When I first came here, most of the teachers I worked with felt that if the student had an IEP, they should be receiving instructional all day in my classroom. A few of them still do. I think the biggest thing I have done is to earn the trust and respect of the teachers I work with. I try very hard to work with the regular education teachers to make the student included as much as possible and to be as successful as possible. Most have worked with me long enough to know that I will do what is best for students, even if it's not what is best for the teacher. With all the pressure from AYP, etc. I try to see it from their perspective and help them with modifying assignments, tests, etc. and provide support in class when a student needs the support. I also started going to team meetings (without being invited, tee hee!) many years ago. I think the more I work with the teachers, rather than against them, the more productive we are going to be in helping all students. I have gotten better at listening, too. It's not that they always want me to solve the problem, sometimes they need to vent. I allow them that and then try to offer some solutions to the problem. I think as long as you can support the teachers as well as the students, inclusion has a better chance of being successful.
Dot, I really know what you mean about teacher not checking on certain students. My first year here I had a lower-functioning kiddo in fifth grade and he checked in at class every morning then physically took the lunchcount to the office in his walker. I had my son surprisingly 6 weeks early in November because of NBICU and all that preemie stuff I didn't come back until January. When I came back the student didn't even have a desk in the classroom anymore and my sub or paras were no longer taking him to PE & Music either. I was mad. My paras still remember me slamming down my books on the desk and hollaring, "You all have a place to be right now; now get there!"
In our school I think that we are split 50/50. We have those veteran teachers that refuse to make any accommodations/modifications no matter what. If they made it to this grade then they can continue to do the work as is. Then on the other hand we have those teachers that our new and are willing to try anything. I am here to make this kid successful and feel welcomed. However once we hit state assessment time kids being on IEP's goes out the window and why didn't your student pass. Did you both to teach the material the student would be tested on? I do have teachers that get frustrated with me because I have taught my paras to modify worksheets on the spot by crossing questions out with a sharpie. It is not always appropriate but it works.
There are always teachers that don't like to adapt, they just have to remember that they need help too sometimes. They just have to see it can benefit them too. Even the kids that can only come in and answer attendance can be enjoued by the teachers.
The myth I see as most prevalent in our school is that inclusive education is not beneficial for general education students. The belief is that the student is simply a distraction and the para is their babysitter. I work with several teachers who are unwilling to move from the textbook/worksheet model of teaching and who feel that a student who cannot do this work should not be in the classroom. A teacher who is willing to modify lesson plans and work with students who have learning differences, is often more willing to do this for all of their students. I think that having students with special needs in a classroom encourages better teaching and benefits all students.
You are so correct. If teachers who rely on worksheets and traditional assessment rituals would differentiate, all students would benefit. In the long run the teacher would benefit also. They would not have to use their energy for complaining about how so many students will not do their work and cannot show progress! In all fairness, more models and activities need to be provided for teachers to view and then generate differentiated materials.
I completely agree with you Alice. Our paras are viewed by some teachers as "babysitters". They feel that without the para, the student won't be able to do anything. It's like the paras are only there to tell the students what to write and make sure they don't distract anyone else?? Unfortunate, but often true. Some teachers rely too much on paras to make sure a student is learning and don't take enough responsibility for that child's learning themselves.
When I first started teaching at Kepley there was a teacher, who is now retired, that would not give a student higher than a C on a modified test. That teacher felt that if the student was not taking the regular test then the student will not have a chance to score a regular grade. It took us awhile to catch on. Students were getting frustrated that they scored no higher than a C and when we looked at the graded test, they had gotten most of the answers correct. I went to the principal and we both told the teacher that the law was being broken and if a parent was to take legal stances on it that teacher was on their own, teachers could not penalize students for having a disability. From then on I have written in IEP's "modifications and accommodations without penalty". That teacher really did not want to cooperate on that so we just did not put sped kids in that class. But then we thought that was not fair to the other teachers who actually do what they are supposed to do for sped students. It was a struggle the entire time. Some times you just can't seem to win!
I believe that both the principal and you did the right thing. Some principals will skirt the issue, make light of it, or worse yet, blame the special educator. I suppose the teacher may change his/her views with time. Sometimes I wonder… just how long and how many students have to wait? And why should they… it is the law. The sad thing is that they are already fighting an uphill battle.
On page five of our book the statement “A strong sense of community develops within the classroom environment.” can be both a myth and a reality. My perception is that “community” in the classroom context is similar to the concept of “family”. Saying “similar”… I mean that families understand your strengths and weaknesses and love you despite your talents and shortcomings. Plus, they have your best interests at heart.
The belief that “community” magically occurs in all inclusive classroom environments is not always the case. Some adults lack the ability to create, manage, and maintain a sense of community. Should an adult unknowingly present this type of attitude in a classroom setting, eventually the attitude will filtrate into the minds and actions of all the individuals in the setting. Proof that human nature can take over in social situations is found in the research study in which the teachers’ view of children and perceived disapproval of some students’ actions quickly became an epidemic within a classroom of young children.
I do believe that in the majority of situations a “sense of community” occurs in school settings, as well as small communities. And, this “community” is a positive support for individuals with exceptionalities.
The myth I see as most prevalent in our school is that inclusive education is not beneficial for general education students. However, some educators don't realize that the accommodations or modifications used for special ed students int he classroom may also be beneficial for regular ed students. We have a very diverse population in our school with many ESL and at-risk students. General ed teachers can use strategies to reach all students, non-english speakers, special needs students, etc.
Once again, I think my posts disappeared or something. I agree that the biggest myth is that inclusion doesn't benefit regular education students. Our paras often come to class with our kids and they help everyone as opposed to hovering over "our" kids. In additon, we know you learn more about a subject if you can teach it. When regular education kids help our kids they gain more knowledge about the topic, as well as how to work with everyone. How tragic was it when everyone didn't get to spend time with eachother. We all deserve to make friends.
The myth most prevalent in my school is that all students with disabilities must complete each assignment in the same manner as the students in the gen ed classroom. I try to dispel this assumption by telling teachers about how Mrs. so-and-so and I modify assignments and I even run off copies of similar work at that child's level for the classroom and hand them to the teacher, and tell her to "use this with 'Johnny'." Or when teachers want to give complete non-readers spelling words, I will flat out tell them that that's just not appropriate. It seems like some teachers (and it's always the same ones) only buy into my modifications/exceptions to assignments when we are dealing with a non-speaking, multipli-handicapped kid. I just try to enjoy all my teachers who differentiate assignments and there are always one or two teachers who I pray won't get my kids because I know I'll be going round & round with them all year.
ReplyDeleteYou are so right about giving these teachers examples about how things can be modified without the world falling down. Leading by example is the best way to combat this.
DeleteAnother frustration with some teachers is, rather than expecting the student to do the exact same thing, they expect the student to do nothing.
DeleteI offer my services as much as possible to my teachers. Most of them try really hard to differentiate their assignments for kids that need it, which I really appreciate. I agree that giving the teacher an example about how to modify is good. That way they can see that the modification works and also see how they can do it themselves when they need to.
As I read your post, I had specific examples of the teachers you talked about going through my head. There are at least two specific teachers in my school who feel that if students can't do the same work, they should not be in the room at all. Unfortunately, they take it out on the student when I push them for inclusion. Luckily, I also have good teachers who need very little help know how to modify the work and provide appropriate support.
DeleteFor the teachers who won't differentiate, have you gone over the Student Support Checklist with them? It did help me make some headway with one teacher I work with. Well, that and the fact that she won't be here to deal with accommodations next year.
DeleteThe myth that inclusive education does not benefit general ed. students is something that I have seen time and time again, that is until we had a child with a fairly severe disability who went through the system from preschool to high school. At the time I was the elementary music teacher. Initially he only went to music class with para support, but the older he got the more he went to class independently with his peers. As para support was weaned off, his peers stepped up and included him more and more in their daily activities and this young man was able to participate in more and more classes without para support. This class grew into one of the most compassionate and helpful classes I have ever had. The moral of the story? Young children are very accepting of others differences and we as adults should follow suit.
ReplyDeleteAMEN TO THAT ONE. This year a former student of ours at the grade school is playing basketball at the high school. I do score board and listened to the varsity guys commenting to this guy. They were positive and encouraging and it made me cry, out of happiness. They have been with this guy since pre-school and they do accept him and encourage him.
DeleteWe have severe students in grade school that attend school only a few hours a week. When the class has activities and the students aren't there, I get asked, "Why isn't Susie at the party?" They expect them to be a part. When the one sits at the lunch table with the kiddos, they just keep going and even ask about Susie at times, but no big deal.
I know that para dependency is a big thing I have been trying hard to change in myself. I hate it when I realize that a child is not doing work but we are doing it. Or that that child doesn't believe he can do it without us sitting there. It is so easy to get overly involved: Yet so hard to break it off.
I totally agree, Dot! I know that the students need help to be in the regular classroom at times, but at times I think they become way too dependent on that adult help. Then, when they don't have an adult right beside them, and they do nothing. There are a few times that I have told paras, "You need to check that they are doing the assignment correctly, then walk away and work with someone else. Go back in 5 or 10 minutes and check again, and walk away again." That is so hard when we as well-meaning adults want them to be successful and know how hard it is for them to work on their own. But, as I tell my students, "You won't get an adult sitting right beside you after high school telling you what to do all the time." I know that won't mean much to them now, but it will someday.
DeleteI think one of the best feelings in the world is when you see a student helping a special needs student. It gives both children a sense of friendship and makes them feel good. I love to see general ed students helping students with special needs, especially when it's one that is always pulled out of the classroom and misses a lot of that peer interaction. It's sad to see a student that's so used to being isolated and unsure of their peers. I have a student that calls everyone that has talked to him throughout the year "my friend". He remembers each of their names and waves to them in the hallways. :)
DeleteAmber,
ReplyDeleteI'm sure that student's confidence got quite a boost by getting "weened" from a para. I think a goal of inclusive education is for the kids to be as independent as possible without holding their hands or doing things for them. Peer help is probably more exciting then adult help.
I completely agree that help from peers is one of the best things for students with disabilities. I too had a student who had para support all day long. We began weening him off during pe and music. Both teachers really stepped up to be "the teacher" and his peers were very helpful. He is now in junior high and becoming more independent. The peers who helped him have learned a lot by having him in their classrooms. I think they are more compassionate (some of them anyway) and more accepting of people who have disabilities.
DeleteI think the most prevalent myth is that all students must complete an assignment in the same way. One of the most common ways for some teachers to modify something is to take an assignment and cross things off. So basically, the student is doing the same assignment but maybe not as many questions. That's ok, but it doesn't really take much preparation or forethought and might not be what the student really needs. When a student can't complete the same assignment as the class, some teachers use that as a reason why he/she should be pulled out. It seems that either teachers are pretty good about differentiating assignments and asking me for help, or they are the complete opposite and just don't want to deal with it.
ReplyDeleteFor the most part, the majority of my teachers are very good about making sure our students get what they need in order to be successful in the classroom.
I agree with you. I think I haven't done the best job in helping teachers think out of the box to find things for students to do to still be part of the classroom. It is easy to cut assignments. It is hard to change what the child is doing with the assignments. I am hoping this book and you guys as experts, can help me open that door for our teachers and students.
DeleteSo far I have made this comment three times. I forget to publish it. Who has the problem of following directions? Can't be me. Maybe this time I will remember.
ReplyDeleteI have a great building and have been here a long time, so that helps. But problem appears to be if we are in the room on some severe students, then teacher never comes by, checks or seems to acknowledge the kiddo's existence. This really is upsetting. Don't you think children can feel the isolation? But, when we are not in the room, I observe teacher including and accommodating student. So there is a possibibility. I go in, not para, and do assistance. I engage student and then go and assist others. This allows child to be independent and feel less picked on. Then as opportunity knocks I ask teacher to help us explain something for student. Then I back off. Usually teacher does this and student starts asking for assistance. Of course, sometimes I have to set student up to ask teacher. Then I help others. This "Opportunity Knocking" Approach is over time, depends on chances to take and takes a lot of prayers, but it works most of the time.
I do find the accommodation checklist we were doing with IEPs a year ago or so, helps teachers get a grip on what tools to use with our guys. Emails help and positive reinforcement works also. Boy is it time consuming.
I have had to dispel most of the myths in chapter one during the past 13 years. When I first came here, most of the teachers I worked with felt that if the student had an IEP, they should be receiving instructional all day in my classroom. A few of them still do. I think the biggest thing I have done is to earn the trust and respect of the teachers I work with. I try very hard to work with the regular education teachers to make the student included as much as possible and to be as successful as possible. Most have worked with me long enough to know that I will do what is best for students, even if it's not what is best for the teacher. With all the pressure from AYP, etc. I try to see it from their perspective and help them with modifying assignments, tests, etc. and provide support in class when a student needs the support. I also started going to team meetings (without being invited, tee hee!) many years ago. I think the more I work with the teachers, rather than against them, the more productive we are going to be in helping all students. I have gotten better at listening, too. It's not that they always want me to solve the problem, sometimes they need to vent. I allow them that and then try to offer some solutions to the problem. I think as long as you can support the teachers as well as the students, inclusion has a better chance of being successful.
ReplyDeleteDot,
ReplyDeleteI really know what you mean about teacher not checking on certain students. My first year here I had a lower-functioning kiddo in fifth grade and he checked in at class every morning then physically took the lunchcount to the office in his walker. I had my son surprisingly 6 weeks early in November because of NBICU and all that preemie stuff I didn't come back until January. When I came back the student didn't even have a desk in the classroom anymore and my sub or paras were no longer taking him to PE & Music either. I was mad. My paras still remember me slamming down my books on the desk and hollaring, "You all have a place to be right now; now get there!"
In our school I think that we are split 50/50. We have those veteran teachers that refuse to make any accommodations/modifications no matter what. If they made it to this grade then they can continue to do the work as is. Then on the other hand we have those teachers that our new and are willing to try anything. I am here to make this kid successful and feel welcomed. However once we hit state assessment time kids being on IEP's goes out the window and why didn't your student pass. Did you both to teach the material the student would be tested on? I do have teachers that get frustrated with me because I have taught my paras to modify worksheets on the spot by crossing questions out with a sharpie. It is not always appropriate but it works.
ReplyDeleteThere are always teachers that don't like to adapt, they just have to remember that they need help too sometimes. They just have to see it can benefit them too. Even the kids that can only come in and answer attendance can be enjoued by the teachers.
DeleteThe myth I see as most prevalent in our school is that inclusive education is not beneficial for general education students. The belief is that the student is simply a distraction and the para is their babysitter. I work with several teachers who are unwilling to move from the textbook/worksheet model of teaching and who feel that a student who cannot do this work should not be in the classroom. A teacher who is willing to modify lesson plans and work with students who have learning differences, is often more willing to do this for all of their students. I think that having students with special needs in a classroom encourages better teaching and benefits all students.
ReplyDeleteAlice,
DeleteYou are so correct. If teachers who rely on worksheets and traditional assessment rituals would differentiate, all students would benefit. In the long run the teacher would benefit also. They would not have to use their energy for complaining about how so many students will not do their work and cannot show progress! In all fairness, more models and activities need to be provided for teachers to view and then generate differentiated materials.
I completely agree with you Alice. Our paras are viewed by some teachers as "babysitters". They feel that without the para, the student won't be able to do anything. It's like the paras are only there to tell the students what to write and make sure they don't distract anyone else?? Unfortunate, but often true. Some teachers rely too much on paras to make sure a student is learning and don't take enough responsibility for that child's learning themselves.
DeleteWhen I first started teaching at Kepley there was a teacher, who is now retired, that would not give a student higher than a C on a modified test. That teacher felt that if the student was not taking the regular test then the student will not have a chance to score a regular grade. It took us awhile to catch on. Students were getting frustrated that they scored no higher than a C and when we looked at the graded test, they had gotten most of the answers correct. I went to the principal and we both told the teacher that the law was being broken and if a parent was to take legal stances on it that teacher was on their own, teachers could not penalize students for having a disability. From then on I have written in IEP's "modifications and accommodations without penalty". That teacher really did not want to cooperate on that so we just did not put sped kids in that class. But then we thought that was not fair to the other teachers who actually do what they are supposed to do for sped students. It was a struggle the entire time. Some times you just can't seem to win!
ReplyDeleteI believe that both the principal and you did the right thing. Some principals will skirt the issue, make light of it, or worse yet, blame the special educator. I suppose the teacher may change his/her views with time. Sometimes I wonder… just how long and how many students have to wait? And why should they… it is the law. The sad thing is that they are already fighting an uphill battle.
DeleteOn page five of our book the statement “A strong sense of community develops within the classroom environment.” can be both a myth and a reality. My perception is that “community” in the classroom context is similar to the concept of “family”. Saying “similar”… I mean that families understand your strengths and weaknesses and love you despite your talents and shortcomings. Plus, they have your best interests at heart.
ReplyDeleteThe belief that “community” magically occurs in all inclusive classroom environments is not always the case. Some adults lack the ability to create, manage, and maintain a sense of community. Should an adult unknowingly present this type of attitude in a classroom setting, eventually the attitude will filtrate into the minds and actions of all the individuals in the setting. Proof that human nature can take over in social situations is found in the research study in which the teachers’ view of children and perceived disapproval of some students’ actions quickly became an epidemic within a classroom of young children.
I do believe that in the majority of situations a “sense of community” occurs in school settings, as well as small communities. And, this “community” is a positive support for individuals with exceptionalities.
The myth I see as most prevalent in our school is that inclusive education is not beneficial for general education students. However, some educators don't realize that the accommodations or modifications used for special ed students int he classroom may also be beneficial for regular ed students. We have a very diverse population in our school with many ESL and at-risk students. General ed teachers can use strategies to reach all students, non-english speakers, special needs students, etc.
ReplyDeleteTrue, the materials I adapt end up being used for the whole class at times.
DeleteOnce again, I think my posts disappeared or something. I agree that the biggest myth is that inclusion doesn't benefit regular education students. Our paras often come to class with our kids and they help everyone as opposed to hovering over "our" kids. In additon, we know you learn more about a subject if you can teach it. When regular education kids help our kids they gain more knowledge about the topic, as well as how to work with everyone. How tragic was it when everyone didn't get to spend time with eachother. We all deserve to make friends.
ReplyDelete