WHAT ABOUT INCLUSION?
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Free newsletter published 3 x's per month (usually) by
BJ Madewell
DIAGNOSIS ADD ADHD Now What?
Purpose: to present choices to consider AFTER a diagnosis of ADD or ADHD.
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** PLEASE SEE DISCLAIMER AT THE END OF THIS DOCUMENT! **
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WHAT ABOUT INCLUSION?
Picture this “regular
classroom”.
There
are 24 children in a 3rd grade classroom. It is an “inclusion”
classroom, which means students with identified disabilities are in the room.
This particular class has 5 students w/ special needs in the class. Their
needs include: 2 w/ ADHD (one not on medication due to parental choice), 1 Downs
Syndrome child, 1 w/ childhood diabetes and 1 diagnosed as learning disabled.
Congress
has declared that every child with a disability has a right to an appropriate
education in the LEAST RESTRICTIVE ENVIRONMENT. LRE means that children with
disabilities are to be educated with non-disabled peers as much as possible.
What
about the third grade teacher in the above example? What is his/her level of
expertise in “giving an appropriate education” to ALL children?
General education teachers want to teach ALL children. They are required to take courses concerning the needs of disabled children. Do such courses prepare a teacher for the myriad of differences that may be included in the general education inclusion classroom? In my opinion, NO!
As a special education teacher, I am charged with instructing students on an Individual Educational Plan to reach their IEP goals within the time restraints on the IEP. The services for students may be in an inclusion model or pull out situation. (Pull out = removed from the general education setting to the learning lab for one on one or small group work on IEP goals).
When I am able to pull students to the learning lab, I am IN CONTROL of the child’s learning program. If progress on IEP goals is not happening, I can adjust materials, teaching techniques, time of service, and so forth to strive to more efficiently to attain the goals. If a student is in an inclusion setting, I must visit with the classroom teacher and para-professional and recommend changes to meet goals. I have NO CONTROL over the ability (or desire for that matter) of the teacher&/or para to follow suggestions.
++++++ IN MY OPINION =
Academically, the inclusion model can work if a child’s standard scores are at the 75 and above level.
Socially, the inclusion model can work if the classroom teacher is aware of the child’s strengths and weaknesses SOCIALLY and is able to foster growth in this area.
General education classroom teachers MUST have training in all areas of disabilities in her class. The teachers MUST have planning time with the special education teacher and para professionals in order to adequately meet goals on Individual Educational Plans.
We must not neglect the “regular” education students at the expense of the disabled students. They ALL deserve the best education possible.
++++++ END OF IN MY OPINION =
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IT’S YOUR CHOICE
Realize that placement in an inclusion program may – or may not be right for a child. Discuss the appropriateness w/ the teachers and principal. Check w/ the teachers OFTEN to be sure progress is being made.
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When the student is ready, the teacher will appear.
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DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I’ve taken during my 28+ years of working with ADD & ADHD students – sprinkled with my own comments, thoughts and insights.
Some information
has been acquired from the INTERNET. Be
aware that not all information on the WWW is accurate. Use your own judgment.
This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child’s (or your own) doctor for additional input.
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Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or ADDchoices@yahoo.com
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BJ Madewell