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Lesson Plans


Re: Total Inclusion

[ Thread ][ Subject ][ Author ][ Date ]
Linda Kelty (lckelty)
Sun, 31 Oct 1999 10:09:30 -0500


I used to have special needs students separately in the elementary level. We
worked on developing their skills so that they could comfortably function in
a mainstreamed class. Some of them could never be ready, but they could
learn what was acceptable social behavior, they could learn to be aware of
other students, they could learn to make choices and to participate to their
level. It teaches reg. Ed. students that life is not equal and that
expectations have to be adapted to ability. Life is not always fair.
Sometimes things just happen. Teachers truly have to change their
expectations and celebrate accomplishments for given students. It's more
work for the teacher at times, but manageable. I enjoyed being able to focus
on individual students in the separate class, particularly when I team
taught with the speech clinician and we used art to work on their speech as
well to help them gain independence. They now get that from the other kids.
I'm proud of the way my students work together, nurture each other, mentor
each other, and include everyone. Not everyone is perfect, we still have
normal behaviors to deal with, but I think it's pretty good. I don't think I
would change it at this point. Linda K.

> Inclusion is great where it can succeed. Not all sped students can work
>in a regular classroom. We have to remember to take in account the
students'
>needs and abilities when making decisions such as these.
>
>Jennifer in Michigan

I just want to say how much I agree with these words of Linda K:
>>"I like inclusion most of the time, because it exposes the regular classes
>>to special needs students and helps to break down more prejudices and
>>promotes acceptance of div
ersity which I believe is very valuable in
>>education, no matter what the curriculum." Linda K. Exactly my thoughts.
>>We have total inclusion most of the time in the icelandic school system.
>>But it matters that it is "total", not just that the student is present,
>>she/he must feel included be a part of the class. I have a severely
>>handicapped student in one of my art classes at the art School, he is
>>physically handicapped not cognitively disabled, but cannot speak much,
and
>>is a wonderful artist even though he can use his arms very, very limited.
>>But the other students in this class have learned so much more both about
>>art and life by being with him that it is great. I do try to make all the
>>projects so that this student can also succeed and I have actually found
>>that easy. I also have a student with Asberger syndrome in another class
he
>>is a fantastic artist too and again it is the other students who benefit
by
>>having this "handicapped" student with them. And finally I myself have
>>learned so much by having handicapped/disabled students in my classes
>>through the years that I would not have wanted to be without it.
>>Best regards from the far north,
>>Rosa
>>
>>
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