I came across the Edutopia discussion, Full Inclusion,partial...self-contained?? and plays right into some of the questions that I have been struggling with this past week. The overall consensus of the posts are to do what is best for the students and full inclusion, partial inclusion, and self-contained are all options.
Where my internal struggles are coming into play are what if more than one option is possible for each group of students. For example, at the start of the year I have three 5th graders who are all closing the gap on grade level. Because they are so close, we decided an inclusion program would be the best for them. Up to this point in the year, all three have been making further progress and have gained independence in the general education classroom with support. However, about a month ago a new student moved into the district. This new student performs at grade level academically, yet struggles with independence and behaviors being in the classroom. My program is traditionally a resource room program, working mainly with academic disabilities, the new student is the first student with an emotional impairment that I have worked with.
What is best for this grade of students is not the same. Do I switch to a pull-out program for one student, when the other three are making progress in an inclusion classroom? Or do I maintain the inclusion in the classroom and continue with the behavioral outbursts and struggles of the one?
Edutopia Discussion: Full Inclusion, partial...self-contained??
http://www.edutopia.org/groups/special-ed/25471
No comments:
Post a Comment