Reply to Typical child being ignored in inclusion class

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]But, why are the teacher and her aid spending most of the period supporting, corralling, reporting issues about five or six students with learning or behavioral disabilities?

Shouldn't they divide their time equitably? [/quote]

It’s impossible. The behavior issues overwhelm them.[/quote]

OP - This is a teacher problem, not a problem of MCPS or the philosophy of inclusion. There are a lot of teachers who manage their classes just fine. DC had one who could not and it was a her problem. They brought in a sub at some point and suddenly no issues. She was an anxious person and just fell apart. She probably should not have worked in special ed.[/quote]

I’m glad that you feel there were not any issues once the sub was brought in, and I agree that some teachers may be anxious. However, in my 25+ years working in education, the behaviors have gotten out of control the past 10 years and have reached crisis status the past four-five years. We have multiple students at our school that are not toilet trained, need constant support to complete daily tasks and have explosive anger issues, partly because of their inability to effectively communicate (due to autism or other issues). Some of these students are identified as special needs, and some of them are not. This is at an elementary school with all Gen Ed classrooms.

It is an MCPS problem when the person from Central office in charge of special education placements denies our (identified autistic) students one on one aides and insists they do not need to go to a special program or school that will better serve their needs. In one second grade classroom at my current school, there are 3-4 students that will destroy an entire classroom (swiping books off bookshelf in 20 seconds, throw chairs, etc.), hit and kick other students, take their shoes off and throw them across the room, roll around on the floor, etc. how is the teacher supposed to handle these situations when there are students raging out? You can have the best classroom management strategies in the world with multiple incentive programs but when you are dealing with these severe behaviors in addition to multiple students having huge academic needs (not reading in 2nd grade and unable to add or subtract…thanks MCPS/Benchmark and Eureka), how can one person effectively teach and manage a class of 20+ students?

When done right, inclusion has the power to be a positive experience for all involved. However, when you combine ineffective curriculums and lack of actual consequences with students who have severe behavioral needs and students who have severe academic needs (without enough support!), you get frustrated and overwhelmed teachers and neglected neurotypical students.[/quote]

You're doing it again. You're not differentiating between kids with behavior issues and kids without them. Many neurotypical kids have behaviors and many kids with SN do not have any. Our child does not have any behaviors but is completely neglected due to being really quiet while all the loud kids who cause disruptions, talk back, throw things take up all the teachers' time. Most but not all do NOT have special needs.[/quote]

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