Inclusion
Perspectives on Parenting©
by Nancy Lambert Davenport
Nancy Davenport's Column:
Richardson News 2-20-00
Copyright Nancy Lambert Davenport 2000
"Inclusion should be the rule"
There is something I still hear often from the junior high level in RISD. Occasionally an administrator asks a teacher with no preparation and no support to include a student' with special needs in the regular education classroom.
May I make a suggestion? Teachers, when signing up for classes at in-service gatherings, sign up for one on inclusion.
(Inclusion is an educational philosophy in which students with special needs team in the regular education setting with assistance and modification of material, rather than be set apart from their peers of all abilities.)
In the inclusion class, districts not only gain skills to benefit a potential student with special education labels but you will be able to use the same skills with borderline students who do not have labels but struggle academically to keep up with their peers. Also, teachers gain knowledge and confidence to know what assistance to ask for from their school administration in order to have a student with special needs be successful in your classroom.
Our district is second only to one in the area when it comes to inclusion. From my observations, RISD schools are strongest with inclusion in the high schools, rather average in the elementary schools, and "poor to middling" in the junior high schools. I am not sure why the junior highs are missing the target. I do know that inclusion is successful in RISD when the principal supports it, and I know we are very capable of improving.
I looked into the approach another district uses at the junior high level. Its approach f or inclusion in junior high includes:
- A student with learning differences is a part of the regular classroom (not a visitor), following the same procedures and doing the same type of work as other students.
- It's supported by the district which provides individual classroom teachers and aides with training on inclusion and curriculum modification.
- It's supported by the district administration and classroom teachers by the expectation that every student can learn every day.
- It's supported by the district in providing supports in the classroom, including access to computers, software with relevant topics in courses of study, access to guided reading books on the course of study, and peer tutoring with adequate training.
- It's supported by the expectation of all educators that inclusion means learning takes place during the entire class period.
- It's supported by he understanding that homework is a standard item for academic courses. Inclusion does not mean that enough was done in the classroom setting. Homework should be provided in all academic subjects at least three days a week.
In the "other" ideal district, the special education teacher supports the classroom teacher in the following ways:
- By providing to a newly assigned teacher the opportunity to review a student's performance and progress from the previous year and so that he or she can build on that.
- With the coordination of a student's whole school experience, monitoring for needed corrective action.
- With opportunities for the entire school community to learn respect for individual learning differences.
- By assisting and advising in planning, executing, monitoring and modifying lessons.
I am acquainted with many RISD junior high teachers. They will admit themselves that they are a special breed because they chose to be there.
They all want to teach and not one I know discriminates in the matter of who they want to teach. They only ask for the tools to do the job fight. These tools listed above are reasonable and required by law if needed.
If we start planning now for next year, we can do it right in every junior high in the district. I promise, we will be glad we did.
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Nancy Lambert Davenport
EMAIL: nancdave@swbell.net
URL: http://www.nancyldavenport.com