Are special ed kids grouped into the same class?
![[Post New]](/jforum/templates/default/images/icon_minipost_new.gif){kind=icon}
Anonymous
|
I am probably being sensitive here to the term "balancer" being used to describe neurotypical or gifted children who are in a classroom with children with special needs.
It is quite common for children with some special needs (dyslexia/ adhd) to also be in the gifted category. So those children while receiving push in/ pull out services for some of their needs will also need support for their advanced academic needs too. I do think most parents are supportive of inclusion and see the benefit to all of the kids to have more teaching resources in the classroom. I know the OT time that one of my children receives is often conducted in a group of other children who likely have undiagnosed fine motor delays so they are benefitting too. But as the parent of another child with invisible special needs (anxiety), I do hear parents talk with dismay about being in "that" class. And that hurts, but I worry more about what they are saying in front of their own kids. I know it may sound trite, but one of the gifts of special ed preschool for my child is that he does not hesitate to engage children with visible disabilities the same way he engages others. Please let your kids learn that lesson too. Don't blame the kids with special needs for your child not receiving the academic differentiation you think they need. |
Anonymous
| Per her IEP, my child has access to a shared para along with kids with similar educational profiles/needs. So in elementary they tend to group those kids in one class so the para can serve them all. Usually the para works closely with 3-4 kids, but is available to the whole class too. Bonus! It's a good thing, OP. Relax. |
Anonymous
This is exactly how it works in my school. I have no problem with it. Additionally that class is usually smaller AND has the 2nd teacher. This year the 2nd class has 18 kids and the aide. |
Anonymous
| Meant to write 2nd grade ,^^^^ |
Anonymous
| I have gotten to know many of the parents of kids with IEPs-sometimes even when we are waiting in line at back to school night to chat with the special ed teacher. My child's grade is crawling with kids with IEPs. I thought my kid would be one of the only ones in the grade level. They have to spread them out because otherwise you'd fill a class with just kids who have IEPs even though these particular kids don't need a self-contained classroom. Oh and the class would be 75% male if you grouped them all together. |
Anonymous
Do all the IEP kids get a para? I'm a PP and I was just referring to the kids who get a shared para in the class (not kids who get pull-outs.) At our school there are definitely only a handful of kids per grade who get the one shared para. |
Anonymous
|
Anonymous
This is illegal. Special education funding and the resources (teachers) it provides belong to the children with IEPs. If can (and should) be reported. |
Anonymous
| At my FCPS elementary, the kids with IEP's and 504's are divided into different classrooms - they aren't all in the same general-ed class. You would be surprised how many kids (boys esp.) have IEP's or 504 plans. A special-Ed teacher rotates among the classrooms as needed. |
Anonymous
Not necessarily. The shared teacher helps all students so that the students who have IEP's can't be openly identified. It's a privacy issue. If the para is 1:1, every person around knows who the disabled kid is. |
Anonymous
Kids are pretty smart and observant. They know who gets pulled out, and who gets extra help. Its a risk you take with inclusion. |
Anonymous
|
Some data from WrightsLaw:
3. Which factors legally must be considered in determining appropriate placement for a student with a disability? Which if any factors may not be considered? ANSWER: The overriding rule in placement is that each student's placement must be individually- determined based on the individual student's abilities and needs, and it is the individualized program of instruction and related services reflected in each student's IEP that forms the basis for the placement decision. In determining if a placement is appropriate under IDEA, the following factors are relevant: . the educational benefit to the student from regular education in comparison to the benefits of special education; . the benefit to the disabled student from interacting with nondisabled students; and . the degree of disruption of the education of other students resulting in the inability to meet the unique needs of the student with a disability. However, school districts may not make placements based on factors such as the following: . category of disability; . the configuration of the delivery system,; . the availability of educational or related services; . availability of space; or . administrative convenience. 8. B. Under what if any circumstances may special education and related services be used to benefit non-special needs students as well as special needs students in a regular classroom? ANSWER: IDEA funds may be expended only for the provision of special education and related services for students with disabilities who have been determined eligible for services under IDEA and for evaluative and diagnostic services for students who are eligible for, or suspected of being eligible for services under IDEA, but who have not yet been determined to have a disability. However, the Department has advised that special education personnel may provide services to students who have not been determined eligible, or are not suspected of being eligible, for services under IDEA if the benefit to the nondisabled students could be deemed "incidental." While determinations of what constitutes an "incidental" benefit must be made on a case-by-case basis, examples of situations where benefits conferred on nondisabled students by special education personnel have been deemed "incidental" include situations such as those where nondisabled students share study sheets prepared by the special education teacher or have their questions answered by the special education teacher, or benefit from hearing the special education teacher's responses to questions asked by the disabled student. If special education personnel provide instructional services to children who are nondisabled, and who are not suspected of having disabilities or of being eligible for services under IDEA, and the benefits conferred are more than "incidental," the time spent providing those services may not be charged to IDEA funds, and appropriate time-and-effort allocation and record- keeping would be required. Source: http://www.wrightslaw.com/info/lre.faqs.inclusion.htm |
Anonymous
My kid is one of those who gets pulled out. He was never asked why and it certainly didn't stop him from making friends. |
Anonymous
No one said it did. I was responding to the "privacy" poster. My kid know who gets pulled out and who works with the in class aide. It's not a secret. |
Anonymous
| I'm in Loudoun. My son's school definitely doesn't group all the SN kids into the same class. I know two kids with IEP. They are in different classes. |