Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


inclusion to what point...?

[ Thread ][ Subject ][ Author ][ Date ]
PurpleArt
Mon, 1 Nov 1999 21:14:22 EST


Hello friends, I posted this message a week ago, and just got it returned
today as undeliverable. I am going to try again, so if you already did
receive this once before, please disregard! I will add one point before I
recopy my situation: I usually and enthusiastically support the inclusion of
a wide variety of students with abilities and disabilities in my art
classroom. However, the following is a recent concern:

May I ask what your collective opinions are regarding total inclusion with
students who are severely disabled both physically (blind, deaf & paralyzed)
and mentally and are so
medically fragile that they rely on a nurse and a full time Education
Assistant to just survive the day in a public school setting? I have
experienced severely fragile, disabled students who suffer frequent grand mal
seizures and others who
often choked on their own saliva. We have no way of knowing what, if any,
benefit-educationally or otherwise-these kids derive from sitting in a wheel
chair, or lying on a slanted table in a public school classroom all day long.
At the moment, our school district in it's infinite wisdom is charging a
parent
for the truancy of her multiply, severely disabled daughter. The mother
insists that public school is not the least restrictive, most beneficial
placement for her daughter so has kept her home for the past few months while
the school hounds her to send the girl to school on the bus. When do
sensitivity and
common sense prevail?


  • Reply: Kimberly Anne Herbert: "Re: inclusion to what point...?"