Jennifer: Troubleshooting the Inclusion Dilemma

I have always been a huge advocate of inclusion. I think it does so much for our students when they  leave their self-contained classroom to go out and engage in a different-paced activity with a larger group of students than they are used to. It encourages communication and helps them increase interpersonal skills. And most importantly, it builds friendships that they may not have otherwise had.

My school is specific to students with physical and health impairments; however, we are connected to a general education school. When I first came here, I thought that this was the absolute perfect set-up for inclusion. I had all these huge plans for pen-pal programs to motivate my students to write, science projects that they could do in teams, maybe even a play or music performance that would bring our classes together (for some reason, every time I thought about how great it would be, my ideas played out in my head like a montage to the theme song for “The Wonder Years”).

I thought the resources just couldn’t get any better—but with budget cuts, alas, there are just not always enough people “on deck” to be able to send someone out of the room with one or even two students.

My students have been accustomed to staying in the classroom all day, and they really need to have experiences in other environments and with other students, so this had been weighing on me quite a bit. I realized that if my kids were going to get out of our room, they would most likely have to do it as a group.

I’m still really feeling like the “new guy,” and truthfully, I can’t think of many situations that are less comfortable than asking new teachers outright if they will use a chunk of their class and planning time to help me. This being said, when one of the teachers on the general ed. campus reached out and offered to help me with “anything I need,” I (maybe over-eagerly) jumped at the opportunity. Luckily, he teaches 6th grade, which falls right in the middle of the grades I teach.

We came up with a plan to have his students come down to work with my students two days a week for 45 minutes during their enrichment time. Then, once they feel comfortable and build friendships, I can start sending my class up to the gen. ed. campus for recess and perhaps some class time. The best part is that the teacher I am working with is so supportive. He brought up our idea to his class and had such an overwhelming response that he needed to hold a lottery to choose only four students.

We are starting our reverse-inclusion program this week. I have never hosted general ed. students in my full classroom before, so I’m kind of feeling like it’s the first day of school all over again. The plan is that I will conduct our cooking lessons, science/history games, and art projects during the new students’ visits. I’m excited about building a bridge to our general education campus and I hope that my students are inspired to visit the other campus and participate in activities up there.

Maybe this idea will catch on with other classes and some more pen-pal and similar projects can actually happen! (Cue the “Wonder Years” theme song.)

Comments

[Monica Parker]

Jennifer, I think your idea of having general education students come in your classroom is a great idea. I do this with kids who are LD and struggling but never thought about it for a self contained classroom. Please post again and let us know how it works out.

[Charmaine]

Jennifer, I applaud your efforts! I wanted to try about the same inclusion model with one of my Sped teacher, and apparently she said that unfortunately she is unable to have/teach other students that do not have an IEP because of legal issues. Do you know of another model to use and does your district give you the time to collaborate?
Charmaine

[Jamie Croom]

I enjoyed reading your blog. I think it's great how the general education students were so excited that the teacher had to use a lottery to choose four students.
My name is Jamie and I am a preschool teacher at a Daycare and learning Center. I have several special needs students in my class as well as other three and four year old students. My school has a licensed kindergarten class as well. I have thought about speaking to the Kindergarten teachers to have book buddies. Their students are starting to read so it would be great practice for them and a great opportunity for my students to practice listening and listening to students a little older than them read. I will let you know how it turns out. Thanks for the inspiration.

[Michael Grant]

I am in the process of implementing a plan for a more inclusive environment at my high school. The national average of SPED students in the U.S. is 9% of which 80% are in an inclusive setting; we are currently at 47%. My goal is to target students that we think could handle an inclusive setting. Next, identify one teacher from each core subject in each grade to teach the inclusive classes. If we could decrease the number of students in our self-contained classes, we would then be able to pair a SPED teacher with a gen ed teacher for co-taught 9th and 10th grades. In 11th and 12th grades where there is no co-teaching, there would be only one teacher teaching the classes with SPED students. Hopefully over time this teacher would be dually certified as a general educator and special educator. I feel like this plan would give our sped students who are in the general education environment more support.

[Lauren Frey]

When we think about inclusion, most often educators think about how to mainstream students with disabilities into a general education classrooms to the maximum extent possible while taking their educational needs into consideration. In my school, we have self contained classrooms for students with emotional/behavior disorders. These classrooms are located in a wing of the school where there is little interaction and involvement with the other classrooms. Therefore, the students know that the classrooms exist, but are so confused with why they never get to see the students in these rooms. Students in the intermediate grades have actually started to refer to these classes as the "anger management" classes and do not think that they are allowed to interact with these students because they are "dangerous." I think that this is becoming such a problem in my school and is a disservice to the students in the EBD unit as well as the general education students. This year, two of the students from the EBD class have been mainstreamed into general ed. 5th grade classes for most of the day. When these students joined the class, it was obvious that the other students were truly intimidated by them and kept their distance. As the inclusion teacher, I spent a great deal of time making the students feel comfortable around one another. By the end of the year, it was really great to see the students finally socializing and including each other. After reading these blogs, I really think that "reverse inclusion" would work great in dealing with this unfortunate situation. If students could go into these classrooms, they could see that they are structured in the same way and that they can have things in common with these students. Thank you for such great ideas!!

[joe]

Inclusion students can reap great rewards. It sometimes can be difficult for a teacher to plan with another teacher because of schedules.It requires flexability on both teachers part and being willing to go the extra mile sometimes. I think reverse inclusion sounds like a great idea.

[dc]

I have enjoyed reading all of the informative posts. Inclusion has opened up a world of opportunities for students who were once sheltered from a social world of learning. Reverse inclusion is a great opportunity for other educators to collaborate and understand the other side of this learning link.

[sarah silva]

This year has been quite the learning experience for me as I have found myself in a full blown co-teaching situation with the special education kindergarten class. They come over to my room for a portion of each day, and together the teacher and I plan activities. I have seen a lot of positive results from this experience but can't help but wonder if it's really best for ALL of her students. She has some students with inclusion minutes written into their IEP, but also some who have NO minutes for inclusion. In order for us to accommodate the 7 students on her caseload with inclusion minutes, she must bring all of them over so I have the support I need to now work with 40 kids at once. This has been a wonderful experience but love the idea of reverse inclusion. We are looking at it more as an opportunity for her to do increased small group instruction with general education students who are struggling with the curriculum rather than as a "peer model" type situation.

[Chris McDade]

I teach students with emotional and behavioral disorders. Inclusion is a great idea and I like the idea of reverse inclusion. I guess I have a few questions though. How do we teach students how to cope with others? I know it sounds simple, but when students with behavioral disorders and/or extreme ADHD act out in a reverse inclusion setting how do you explain their actions to their general edcuation peers?

[Anetha]

I agree with you Jennifer if all inclusion classrooms were set up in similar working surroundings it would be great to work in that school. However, the issue that inclusion is the best for most students is not totally true. I worked in an inclusion environment that wasn't set up like this and the teachers were not enthusiastic about their program at all. So I would have to say correct inclusion depends on the teachers implementing it, and if they are working toward change and improvement in students. Remember some students are just allowed to exist in their classrooms.

[John Godinho]

Jennifer,
I am a high school EBD (Emotional, Behavior Disorder) teacher. Your blog really stood out to me. Recently our team of special education teachers have been discussing ways to make inclusion in the classroom better for all involved (administrators, teachers, students, parents); one thing that was brought up was inclusion at the early ages of schooling. We found that inclusion was not really being introduced until middle school or high school. Even lunches and recesses are only slightly overlapped with general education students. The social aspects need to start at the elementary level, not just for special education students but general education as well, so by the time the student graduates from high school they are prepared for the next step in life, a job and or college.
As professionals we have the obligation of assisting students to find the best practices upholding the federal and state legal aspects of inclusion, using tools in place such as IEP’s (Individual, Education, Plan), to help us work with each student as an individual case.
The problem we are having with my students is the social skills and respect that these students have for one another, administrators and themselves. It is only now in high school that these students are being placed in regular education classes and expected to perform. Although academically they are very capable of the class work it is the interaction with others that is hindering their education. I also work closely with the Dean of Students, advocating on a daily basis, finding resolutions to keep these kids in the general ed classroom. The students also need to learn how to advocate for themselves, so often at the high school level, the students use their IEP as a crutch thinking they have a free pass and do not need to challenge themselves.
I do use the reverse inclusion at times when my students are having difficulties. Normally my students are with me 1 to 2 periods a day, but when there is an altercation or distraction, they spend the day with me, losing the teachings in the general education classroom for the day. I do often have a few general education students come into my class and provide small group settings for students. Thus giving the general ed student a leadership role and giving the special ed student someone to work with at their level, often times they have difficulties with authority and shut down.

Thank you,
John

[Sherrie]

I agree about using reverse inclusion. I did that with social skills classes. The students love it, and are excited to come to class.

[Sharon Jones]

Before implementing an inclusion model at our high school, the school psychologist, myself, other special and general education teachers, and an assistant principal researched the best way to do this. The topic of reverse inclusion was discussed. However, with budget cuts and teachers having to teach six classes instead of five with a lunch and two prep periods, this was idea was quickly marked off. We decided to include most of the rising freshman into co-taught English and Math Tech I with additional resource as a different class. We are in our second year. As teachers work together and focus on implementing strategies into the reg. ed. class, the need for the elective resource class isn't in as high demand. However, I wish there was still a way to have some reverse inclusion for students that are still in the self contained (non diploma track).

[Amy Peterson]

Jennifer,

I think that it is wonderful that you are starting a reverse-inclusion program. This is something that my ASD resource teacher has mentioned to me. I teach a regular ed second grade class and would love to give my students the opportunity to visit some of the special ed classes.

It seems that now that there are so many budget cuts, etc., teachers are having to be more creative with the ways that they plan and collaborate. Kudos to you and your colleagues for finding ways to ensure that your students get the best of both worlds!

[Gaye]

Several years ago, I taught in a district that was awarded a grant to work on the inclusion process. Our high school, middle school and elementary school were all on the same campus and all of the Special Education staff worked on the project together. We felt it would be valuable to offer a Peer Mentoring class at the high school level to provide insight and training to students about disabilities and how to work with students who had special needs. The students were given credit and were placed in Special Education classrooms across the campus. These students became inmportant parts of the classrooms and the Special Education students were often more willing to work with a high school student than an adult. They went to recess and P.E. with the students and general education peers began to be more willing to include these students in their games and activities. I also felt that general education students needed to understand that Special Educaiton classrooms were not places to be intimidated by and provided time during the school day for general education students to receive help on school work within my classroom. Teachers would sign up for time and send students with any work they needed extra help in. We saw a wide variety of students participate and want to come back. While they were in my classroom, they saw my students working on academics and gained a new understanding of what my students could do. I formed very positive relationships with many of these students and their teachers. It worked well for everyone involved.

[Melissa]

As I have browsed through many of your blogs, this blog stood out to me, as this is an issue my school is dealing with right now! I am a self-contained teacher for students with autism (grades 1-2) and I have been trying to get them out of the classroom for years now. In many cases, my students simply do not have the skills to function successfully in the general education setting. The only time I really can use my skills to facilitate the teaching and practice of good social & play skills is recess period. During inclement weather, recess is held within the homeroom of my students. So, my first graders go to their homeroom (general ed. room) and the same goes for my 2nd graders. Since I cannot be at 2 places at once, I rotate where I will be in order to facilitate appropriate play skills between my students and their peers. If I cannot get my children mainstreamed, I will do it myself during times where it is appropriate. Yes, this does take half of my lunch period, but in my eyes, it’s worth it.
As far as the “reverse inclusion” goes, I wonder how that went. Since you write this blog back in October, I’d be curious to see how it worked with everyone. I love this new concept! I think that this concept may help to make our general ed. teachers more involved in our collaborating since it involves their kids getting out of their room. While the general ed. teacher is still expected to assist during this time, maybe this will help the poor collaboration between teachers. I have chosen this issue to research and I feel validated when I see that special educators all over the country feel the same way as I do! Moving away from how the teachers will respond to reverse inclusion, I think ALL of the kids will love it. We have to remember that of course as kids get older, some teasing may begin, but it’s less likely to happen if these kids have been together since pre-k or even kindergarten. Kids accept their peers for who they are, especially when they literally grow up together. I think this concept could really work in all of our schools. I will definitely bring this up at our next department meeting! Thanks, Jennifer, your insights are very smart and honest- and VERY refreshing!!

[Debra]

Reverse inclusion. I like the sound of this. I know that a couple of our self-contained classrooms visit each other and a couple of regular classrooms do the same. Maybe I can get one self-contained room to visit one of the regular ed classes and the other two could visit each other. Nice idea.

[Debbie]

Jennifer,

I also am an advocate for inclussion. With LRE (least restrictive environment) sometimes specials, lunch or recess are all that the special needs student can handle. Inclusion also increases social skills, builds friendships and often provides positive peer role models. For the inclusion that you talk about in your blog why not have your students participate in the general education classroom for science or social studies? You could also be in attendance for support. In my district that is how many middle schools incorporate co-taught classes.

[Lisa Tuttle]

Hello Jennifer. My name is Lisa and I am currently an Itinerant Deaf Educator within the State of Texas; serving Deaf or Hard of Hearing students that range in functional levels and grade levels (Pre-K – 12th). After reading your blog post, I found many similarities within our general thinking processes in regards to inclusion. Being that I am a hearing impaired adult, I often too find myself being an advocate for my students, their varied educational needs, for their parent(s) and/or guardian(s) and most importantly, for their families. Prior to my being an Itinerant Deaf Educator, I co-taught in an inclusive Deaf Education classroom at the middle school level (7th and 8th graders); which ultimately meant that my co-teacher and I taught these students every subject: Mathematics, Texas History, Language Arts, Science, Reading, Deaf Culture, etc. and these students were mainstreamed for their specials (i.e. music, P.E., etc.). It was impossible to ignore the excitement that occurred on a daily basis when our AI (Auditory Impaired) students had the opportunity to leave the self-contained inclusive Deaf Education classroom and to, just as your previously stated, “engage in a different-paced activity with a larger group of students.” My co-teacher and I taught an ASL (American Sign Language) course to general education students; this course was offered as a foreign language to our mainstream students. Assisting students to build that bridge between our Deaf or Hard of Hearing students and their peers, to form a direct line of communication was very beneficial and heart-warming. Just as your stated, “it encouraged communication and helped [our Deaf or Hard of Hearing students to] increase their interpersonal skills; building friendships that they may not have had otherwise.”

I found your comments in regards to “The Wonder Years” theme song playing every time you thought about the educational possibilities that could occur if inclusion was implemented correctly, very interesting and humorous. Honestly, I think every Special Educator has some theme song playing in their head; making educational opportunities more presentable and desirable. I think these thoughts derive from our individual passions. To me, that’s what makes an effective and efficient Special Educator, someone who has a positive outlook on education and one who thrives to make a difference in the lives of their students.

After reading your thoughts in regards to Special Needs students leaving the academic classroom, I thoroughly believe that this is a reoccurring incident within our schools today. However, with the American Education System shifting from inclusive teaching practices to inclusion and the mainstream setting, our students are being given the educational opportunities that they once were deprived of. The fear that I have formulated from inclusion is that though the mainstream setting may be suitable for some special needs students, it is not always the best placement option for each individual student. Within my current district, we offer varied forms of educational placements for Special Needs students (i.e. mainstream, co-teach, inclusion, inclusive classrooms, support facilitate and life-skills). Student’s who are severely impacted by their disabilities, they might be placed in a life-skills or inclusive classroom where multiple professionals reside and are able to meet their varied individualized needs. Educators always want what is best for their students and to provide their students with the means to have essential opportunities for self-discovery and growth opportunities from varied experiences. I think that your professional relationship that you’ve established with this 6th grade educator is wonderful. You both now have the opportunity to collaboratively work together to provide more meaningful learning experiences for all of your students. Mentor influences truly can shape our individual learning experiences and assist us in becoming more efficient and effective educators for our current and future students; therefore, I think you are very lucky to have an educator who is so willing to assist you in this educational process.

How did your reverse-inclusion program work out? Do you have any educational suggestions for others who are implementing changes such as those you’ve discussed previously? I thoroughly enjoyed reading your post and I will be sharing your ideas (i.e. cooking lessons, core class games, pen-pals, art projects, etc.) with my other peers; in hopes that Special Educators will initially try these activities and increase student awareness and interaction with our Special Needs Students.

[Elisa Vaughn]

Jennifer,
How awesome that the reg. ed students were so excited about "reverse inclusion". "Reverse inclusion" seems like a perfect remedy to limited hands and resources. I agree with Christina that the collaboration will benefit students in both settings. Please keep us updated on how it works out!

[Christina]

Jennifer,
I just wanted to say that I think what you are doing “reverse inclusion” is a wonderful idea. I am doing a presentation in my class for school about collaboration between special education teachers and general education teachers and I feel that what you are doing is an excellent example of great collaboration. So many times teachers do not want to collaborate for various reasons, mainly I think, due to time restrictions. I commend you and the other teacher for working together so well. This will benefit all of the students, in both classes. It is a positive way for them to get to know one another and develop relationships. I can’t wait to come back and see how it worked out for both classes. Good luck!

[tonya nichols]

My son was part of a program like this and he was a "role model" student. They put regular ed students with special ed students 1:4 and had them interact and help with the learning games and songs. It was a very successful program because the children learn from each other. I loved that my son was part of such as special program!

[twitter.com/OregonCEC]

It is great that you found someone so enthusiastic about including your kids. This "reverse inclusion" could be the start of something great!

--Oregon CEC