Is it typical for elementary to group all IEP kids together in the same class

[Anonymous]

We have a 3 yo with what appear to be mild special needs and are zoned for Oakland Terrace ES in MCPS. I have seen some posts on DCUM complaining that IEP kids at this school were segregated from other children into.the same class. We do not have an IEP yet (have requested Child Find screening) but am paranoid if she gets one, this model will not work for her for a few reasons. I thought kids with IEPs should be integrated, not segregated.

[Anonymous]

At our ES, they are grouped into 2 out of the 3 grade classes.

[Anonymous]

Students are integrated with kids without IEPs. But the reality is that so many kids have IEPs and need specialized instruction. There are only so many teachers to provide the specialized instruction. Grouping a number of kids with IEPs together within a classroom, allows one person to fulfill the service hours of multiple children simultaneously.

You mention your child is 3. Speaking as someone who has been on this journey for a long time, you need to reframe your thinking. MCPS offers what if offers. If this model doesn’t work for your kid, you’ll need to look into private education.

[Anonymous]

Anonymous wrote:We have a 3 yo with what appear to be mild special needs and are zoned for Oakland Terrace ES in MCPS. I have seen some posts on DCUM complaining that IEP kids at this school were segregated from other children into.the same class. We do not have an IEP yet (have requested Child Find screening) but am paranoid if she gets one, this model will not work for her for a few reasons. I thought kids with IEPs should be integrated, not segregated.

Typically, students with IEPs are not segregated but they are placed into one class mixed with students who do not have IEPs. Placing students with IEPs in one class, with other students who do not have IEPs, is not segregation by any definition of the word. Putting students with IEPs in one class makes it easier to provide them with the support they are entitled to. It makes it easier to schedule pull out support, and easier to do push in support and typically results in your student getting more support and access to the sped teacher because she is frequently in the one class instead of constantly needing to go from class to class. What is your problem here, that your child may be in a class with other students who are similar to them? You don't want your child in a class with other students who need IEPs? You feel like your child should only be educated with students who don't need IEPs?

[Anonymous]

Anonymous wrote:We have a 3 yo with what appear to be mild special needs and are zoned for Oakland Terrace ES in MCPS. I have seen some posts on DCUM complaining that IEP kids at this school were segregated from other children into.the same class. We do not have an IEP yet (have requested Child Find screening) but am paranoid if she gets one, this model will not work for her for a few reasons. I thought kids with IEPs should be integrated, not segregated.

It should be.

[Anonymous]

Most of the time it has to do with the skills of the teacher.

[Anonymous]

Yes, it's very typical to group students with IEPs rather than spreading them across all classes. It's much easier to provide support that way.

[Anonymous]

Anonymous wrote:Yes, it's very typical to group students with IEPs rather than spreading them across all classes. It's much easier to provide support that way.

Yep, it's logistical. I actually love it. They move as a group with the SPED staff as needed for push in/pull out services. He's in 3rd and I've never gotten the feeling or had him say that he was feeling left out. When he was in a fully self contained class, they still did morning meeting with the homeroom and kids who could handle it joined the homeroom for specials, lunch, recess, and special events.

The complaints usually come from the GenEd parents who don't like the IEP kids in their child's class because they feel it's impacting their child's learning with behavior issues and dumbing down of curriculum. Personally, I think any child can disrupt a class with behavior issues and I don't really know if dumbing down is happening. I also imagine that the experience level of the teacher makes a difference.

[Anonymous]

Even in HS this happens. Kids with IEPs and 504s in the general ed program were grouped into an honors English class so that one para-educator could be shared among 3/5 students.

It’s better than segregation, but in reality in means that kids with language learning issues that stem from widely divergent underlying disorders don’t get appropriate instruction.

[Anonymous]

Then they fill the gen ed seats in the room with nice kids who will work well with others. The problem is that when they have the IEP kids with major behavioral issues all in one room, it’s stressful for everyone.it’s not really a gen ed setting in an IEP service hours page if most of the kids have IEPs.

[Anonymous]

At that school yes, and the classes are often very difficult at best and the curriculum slowed down. You can refuse it but it will be fight.

[Anonymous]

Anonymous wrote:Then they fill the gen ed seats in the room with nice kids who will work well with others. The problem is that when they have the IEP kids with major behavioral issues all in one room, it’s stressful for everyone.it’s not really a gen ed setting in an IEP service hours page if most of the kids have IEPs.

Not all IEP kids have behavioral issue so the other issue is that the quiet kids with SN who need more support often get ignored as they aren't acting out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Then they fill the gen ed seats in the room with nice kids who will work well with others. The problem is that when they have the IEP kids with major behavioral issues all in one room, it’s stressful for everyone.it’s not really a gen ed setting in an IEP service hours page if most of the kids have IEPs.

Not all IEP kids have behavioral issue so the other issue is that the quiet kids with SN who need more support often get ignored as they aren't acting out.

OP here. This is exactly my concern. It is helpful to know though that this is a typical practice and not one school going against a policy. I do get that it is what it is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then they fill the gen ed seats in the room with nice kids who will work well with others. The problem is that when they have the IEP kids with major behavioral issues all in one room, it’s stressful for everyone.it’s not really a gen ed setting in an IEP service hours page if most of the kids have IEPs.

Not all IEP kids have behavioral issue so the other issue is that the quiet kids with SN who need more support often get ignored as they aren't acting out.

OP here. This is exactly my concern. It is helpful to know though that this is a typical practice and not one school going against a policy. I do get that it is what it is.

It's not supposed to be done but schools often do it, especially at this school. If your child doesn't have behavioral issues and isn't used to them, it can be a huge issue. It was a very bad experience for us. We had to do services privately as the school didn't provide what my child needed despite what the IEP they wrote said (which we weren't allowed input nor were our private evaluators or therapists). The excuse was always other kids needed more support and they didn't have enough staff. One thing I regret doing is not hiring an advocate early on.

[Anonymous]

OP, get a private evaluation and if you can afford it, get private services. Now is the best time to engage your child in services. Don't just rely on school services, especially at that school.