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Who is really teaching your special education child?
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<blockquote data-quote="InsaneCdn" data-source="post: 454576" data-attributes="member: 11791"><p>"Inclusion" is easier to pursue than accommodation. But true inclusion goes far beyond accommodation - and almost NO schools do it, or at least not at all consistently.</p><p></p><p>Schools don't differentiate according to needs. Handicaps are handicaps - period. BUT... </p><p>in my humble opinion: </p><p>1) A child who is severely physically handicapped but intellectually normal AND can be "accommodated" so as to keep up with the other students - should be mainstreamed. They need the intellectual and social connections, and the other students need to learn that kids with disabilities are kids first.</p><p>2) A child who is severely intellectually handicapped but physically able (for example, might be a klutz but can keep up with the other kids in PE) should be mainstreamed <u>in those classes where they can actively participate and contribute</u>. I've seen downs kids do a great job of percussion in band, join mainstream PE, and even work at their own level in English. Science labs? well, that might be tougher as they get older.</p><p>3) A child who is severely emotionally or behaviorally handicapped... even though the handicap may not be "permanent" - these cases are much harder to call. What is in the best interests of the child? of the other students in the class? If those two questions can be answered to satisfaction, it shouldn't be of any consideration whether or not the teacher "likes" it - although, to be fair, the teacher needs to have appropriate training and/or support!</p><p></p><p>Reality? I'm guessing that 95% of bad decisions about challenging kids are based on $$, and the other 5% are based on ignorance - willing or not.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 454576, member: 11791"] "Inclusion" is easier to pursue than accommodation. But true inclusion goes far beyond accommodation - and almost NO schools do it, or at least not at all consistently. Schools don't differentiate according to needs. Handicaps are handicaps - period. BUT... in my humble opinion: 1) A child who is severely physically handicapped but intellectually normal AND can be "accommodated" so as to keep up with the other students - should be mainstreamed. They need the intellectual and social connections, and the other students need to learn that kids with disabilities are kids first. 2) A child who is severely intellectually handicapped but physically able (for example, might be a klutz but can keep up with the other kids in PE) should be mainstreamed [U]in those classes where they can actively participate and contribute[/U]. I've seen downs kids do a great job of percussion in band, join mainstream PE, and even work at their own level in English. Science labs? well, that might be tougher as they get older. 3) A child who is severely emotionally or behaviorally handicapped... even though the handicap may not be "permanent" - these cases are much harder to call. What is in the best interests of the child? of the other students in the class? If those two questions can be answered to satisfaction, it shouldn't be of any consideration whether or not the teacher "likes" it - although, to be fair, the teacher needs to have appropriate training and/or support! Reality? I'm guessing that 95% of bad decisions about challenging kids are based on $$, and the other 5% are based on ignorance - willing or not. [/QUOTE]
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Who is really teaching your special education child?
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