I have recently implemented two inclusion classes at my school. One with a special educator and a veteran teacher of many years of experience. She had no experience in working with students with disabilities. When paired with a prepared special educator and supplied with professional development on inclusion, the class is operating quite efficiently. The other classroom consisted of a team of teachers who are both recent graduates. Both brought a sound knowledge base to the partnership. Both classes are doing great!
I'd like to know how you feel about inclusion in your school.
Sunday, November 4, 2007
Inclusion can be broadly defined as providing the same model of instruction for students with disabilities as is provide for students in the general education program. Elements of No Child Left Behind require that students are provided with an appropriate education in the least restrictive environment. Parents are in agreement with this because they do not want their children seperated from the general population. In addition NCLB requires that in order to meet Adequate Yearly Progress, all subgroups must demonstrate proficiency in indicated areas. Consequently, it is impossible for students with disabilities to meet this standard unless they are provided with instruction on the material that will be on state required assessment.
I have found that most recent graduates of special education teacher education programs are very knowledgeable about the elements of inclusions. In fact many have the course requirements to teach various subject areas. Recent special educators welcome the opportunity to be a viable part of what the classroom offers students today. The lacking elements are the preparation of general educators and administrators in building a successful inclusion program.
The purpose of this blog is to provide a demonstration of this process which is now in progress at an elementary school in an urban school system. The blog also fulfills a requirement of EDD 8410 of NOVA. I welcome and look forward to comments.
I have found that most recent graduates of special education teacher education programs are very knowledgeable about the elements of inclusions. In fact many have the course requirements to teach various subject areas. Recent special educators welcome the opportunity to be a viable part of what the classroom offers students today. The lacking elements are the preparation of general educators and administrators in building a successful inclusion program.
The purpose of this blog is to provide a demonstration of this process which is now in progress at an elementary school in an urban school system. The blog also fulfills a requirement of EDD 8410 of NOVA. I welcome and look forward to comments.
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