Re: Inclusion in the classroom manda: Autism is so varied and I definitely won't say that that is the case where they need to be in self-contained rooms, but...
I have had several autistic children in my classroom. I had a more severe child who was frequently distractive for the other children AT FIRST...but then it actually got a little better because we learned how to do things. The other children learned not to touch her and to help if needed. The difficult thing was getting her to go to lunch with us or anywhere, actually. Transitions were hard for her (and me). My energy was directed toward her so much that I felt it was very unfair to the rest of the class, but I did have an assistant and that is what was repeatedly said to me.
Some autistic children in our county go to this one elementary school which has a classroom just for autistic children. She would probably have been better served there but her parents didn't want it. And it worked out okay.
I had another autistic child who was hyperlexic in that he could read like ANYTHING! He was a into science and knew all kinds of facts. He was my most interesting student ever, I believe. On the I.Q. test, he did horrible in all areas except the memory area and in that one area he made the highest score I had ever had (I know because I keep stats--I'm a nerd that way--oh, and don't tell, it probably isn't allowed.). ANyway, inclusion for him was fine for him. And I loved having him. He would, however, panic if the other kids touched anything of his or, heaven forbid, him. And if he wanted to do Science while we were doing reading, I just let him.
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Re: Inclusion in the classroom manda: continued....
Another student I had was identified as EMD, but I really didn't believe the diagnosis. He had moved from a school system that had him in a self-contained resource room but of course, we don't have that so he went into my regular classroom. Well, they had taught this 11-yr old 3rd grader absolutely nothing! I kept him two years and then we socially promoted him to 6th grade [size=8pt"> (I know, that is another issue and argument and I have been on both sides, depending on the child--this one it was needed because of how unfair his past had been and how big he was...) [/size"> and by the time he left my class, he could read. They had said he never would, that his cognitive ability wasn't going to lend itself to reading. They had no faith in him. His goals on their IEP were so stupid--life goals they call them. But he needed to learn to read and count and add! Failure to learn to read in our literacy-driven society is doom.
What would have helped the above child more would have been a transition from self-contained to regular classroom. He was shocked the first few days because the work was above his head and I didn't know his history. The resource teacher also could have helped me more at the beginning trying to get him settled in. I had to figure out what he could do which turned out to be nothing. Then, I had to start at the beginning with him (a, apple, /a/) while teaching third grade material to the others. I wished she could have taught the plans I had for him but she had her own agenda when she came in... (trying to make him do what we were doing--so stupid...) If she had spent more time with him, she would have known that before Christmas. As it was, she clued in by the time I had started to make some progress and then helped a little.
Behavior issues... I have had a few of those! Let's see: Let's call him Daniel. Daniel had the worst home life you can imagine. He had nothing to lose so why not risk it all. He hit, kicked, bit, and scratched. Oh, and that was just to ME. The other kids got even worse. He did not have an IEP because him mother never kept him in one school long enough. We were his eighth school. Second grade. But we quickly began modifications... And we had Social Services helping as much as they ever do (and don't get me started there or I will vent forever...I have been a foster mother once for a student I had and needed to help with...so I hate our local DSS) and they investigated and let us know some history..Long story: Bottom line is that sometimes the BED kids have issues that cause the problems. We could have sent him to our county's school that is like your sister's but I wouldn't sign the papers because I knew he was just needing help getting away from his abusive home. Once DSS finally (and I do mean FINALLY--she had to leave multiple marks before they would listen to us) removed this child from the home, he was the sweetest student. For months, he continued to improve and grow. Of course, now he is back with mom and we don't know where she took him this time...
Another behaviorly challenged girl I had was constantly removed from my room screaming, kicking, and crying for small reasons. We never knew what would set her off. Also had a tough life. A little love and care and she stopped it.
This year I have a VERY angy little boy. He is a candidate for that school, but I just don't know. Maybe I can make some progress with him. We'll see.
I'm not sure I have been any help. The thing is: I always take the approach that I will be given {set Y} this year and I will teach them.
But some do not have this philosophy. Some actually say, "I don't want this one. I hope I get that one." It is horrible and unfair to the kid. They come in with a strike against them before they even know it. I've seen them try to get the kids to be bad enough to have to go to the "alternate" school. Sad.
Re: Inclusion in the classroom alonewith2: Thank you again! You have been very helpful!!
I can understand your comments about autistic children. In fact, that is who my sister usually teaches at the "alternate" school. But for some of the kids, it was their home life that gave way to their behaviors. My sister works perfectly with these kids.
Her college was set up that she had to major in a specific area and then minor in education. So her BS degree is in Psychology and then she minored in Elementary Education. She couldn't find a teaching job when she first graduated, so she used her Psych degree to get a job. She started as a wrap-around in the schools, then she was promoted to Therapist. Then she started subbing in the school districts, and took more classes towards her Master's. Finally, last year she was able to get this job with the human services department. That is when she decided to concentrate in the Special Education field for the completion of her Master's.
I've been reading a lot where the teachers' attitudes is what will make or break the process. It's great to know that there are teachers out there such as you who are ready, willing, and able to take on the task of teaching all the children who come into their classrooms!!
Re: Inclusion in the classroom LostTeacher: i teach high school english, and i have just a few points to make about this.
i think that inclusion is important, but there needs to be some support to help make it the desirable outcome it could be.
for example; i teach a grade 11 class, of about 33 kids. in that class i have 6 foreign exchange students, all with various abilities in english. i have no extra help, and no teacher support. not only that, but i don't really have any specialization in teaching english as a second language.
this, on top of teaching so many kids in a class, make the experience frustrating for me. i love having these kids in my room. but there are many times where i feel like i am losing them, becuase either they don't have the english skills to follow with the class, and i don't have the time to give them the attention they need.
i think that for inclusion to work, a few things need to happen. there needs to be better support for teachers. they need some extra training, resources etc to teach the kids they have.
i also believe that Teacher Helpers and such are such a vital aspect to education....they would be so important to me, and i don't have such support.
that's my views on the subject.
LT
Re: Inclusion in the classroom alonewith2: A support structure is definitely the key to inclusion. I can understand how frustrating it would be for you in that situation.
This leads me to ask the question that I had asked my sister, "Is inclusion meant only for the students with IEP's or is it to include/concentrate on all students with some form of disability?"
