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

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Btw—it does seem like the IEPs are grouped together in one class so then only one Special Ed teacher is needed in one room. I think there’s an argument that it’s not for the best for child development even though it helps the principal with staffing. [/quote]

Well yes, but there's no right to "the best".  [/quote]The point is that the principal is creating the restrictive environment for learning by placing 12 IEPs together. [/quote]

What's restrictive about it?[/quote]They are restricting the IEP students to one specific classroom. [/quote]

So, the argument is this: It is restrictive to put my "good disabled" child in a class with those other "bad disabled" children! My child is [i]normal[/i] but [i]those[/i] children are a problem! All the disabled children who can pass for abled should get a special classroom separate from the disabled children with disruptive disabilities! How dare they need support, too! Why must we all be lumped together when everyone knows my child is better because their disability isn't as obvious!

Which is a pretty problematic way of looking at things. Just say it plainly, you don't want your child educated with students who have disabilities, despite having a child with disabilities yourself. [/quote]

Wow, you seem to have brought other baggage to this conversation. [/quote]

No, I am just annoyed by the argument that some disabilities are detrimental to other students' learning, which has been brought up repeatedly in this thread. That a student needing more support somehow robs other students of support and lowers the quality of education for everyone. [/quote]

If there are 18 students in a classroom.  4 are high needs, 4 moderate needs, 4 low needs, 4 no SN.  Who do you think they will cater to?  The high and moderate needs.  They slow down the curriculum and the low needs SN kids often get ignored.  We had this happen to our child.  It was a hot mess of a year and we had to pay for private services, which meant pulling our child out of school multiple times a week and additional tutoring to make sure the academics were grade level.[/quote]

Again, some of you have never worked in a school and need to stay in your lane. Students with IEPs have a sped teacher that works with them. Usually in an inclusion classroom the main teacher is actually freed up to spend more time with the highest performing students because the teacher that works with the students with IEPs can oftentimes fold lower performing students into their small group.

But please, continue to debate those of us that work in inclusion settings. [/quote]

But, teacher, please don’t denigrate parents with “stay in your lane”.  Your practice is actually the problem because it means that kids with IEPs do not get to participate with the “high performing” students and instead are folded in with the “lower performing”.  This description means you make two fundamental misunderstandings - that the kids on the IEP aren’t high performing intellectually AND that the instruction that’s necessary for the IEP kid is the same kind of instruction that the low performing kid needs.

My DC on an IEP with ADHD, Reading Disorder NOS and dysgraphia has a high IQ.  He belongs in the advanced or honors environment. But, he has very specific writing instruction needs due to his language disorder diagnosis - that’s why he has an IEP, because he qualifies for “special instruction”.  What happens when you group him with “lower performing students” is that he is getting a lower level version of the same general ed instruction - lowered expectations in terms of length, sentence complexity and vocabulary, and repeated hints instead of instruction.  What he doesn’t get is a different method of writing instruction or any new writing tools that might be appropriate to his diagnosis.

I frequently see something similar in the ES classroom - kids diagnosed with dyslexia need a very specific type of Orton Gillingham instruction because they don’t implicitly learn the sound symbol association like neurotypical kids.  They also need an OG type spelling instruction instead of the random list of words most teachers give.  Plus explicit instruction in syllabification. Dyslexic kids almost never get this instruction. Instead, a para is used to lump them in with the lowest reading group and they just get more time and more prompts, and don’t actually learn to read.

[/quote]

As a parent, I did stay in my lane to advocate for my child.  My lane is to advocate, support, educate, and get outside help from providers who understand my child and supplement their education.  This poster is 100% correct.  My child's diagnosis had nothing to do with their academic abilities and dumbing down the academics was the worst possible thing you could do.   My IEP kid has always been a high preforming kid.  Don't assume IEP kids cannot work at the same level as other kids or even at a higher level.  Your post "teacher" is offensive as you are what failed my child.  I am so thankful for others providing their resources, therapist and ideas on this board and other places that guided me.  Teachers like you fail children like mine. [/quote]

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