Inclusion

*Disclaimer: I’m a fan of inclusion if it is done correctly and in the best interest of the majority of those involved. This post is not intended to alienate any one person or perspective, rather my thoughts on one situation I came into contact with this year.

This past school year proved difficult for me to bite my tongue in relation to inclusion of students in the classroom. My bachelor’s degree is in Psychology and Special Education, so I am well aware of the needs and ability levels of students with special needs. Plus I worked intensely with an autistic four year old utilizing Applied Behavior Analysis techniques. With that said, I love all children and enjoy spending time with all types of learners. I believe students who receive special education services deserve to be with kids their age; however, only at appropriate times. One particular student this year solidified my point of view on ONLY integrating regular education with special education students during nonacademic time periods.

This particular 8 year old student (let’s call her “M”) was not in my 3rd grade class. She was assigned to the teacher across the hall for me. “M” has a low I.Q., is not potty trained, has begun puberty, has a limited audible vocabulary, and suffers from anger and rage fits daily. On numerous occasions she screams out, throws objects, and once walked into the classroom from the bathroom without pants on. Her family wanted her to remain in a regular education setting in hopes of gaining age appropriate behavior and develop friendships, even though she is pulled out of class for special education services most of the day. I agreed with this statement, but feel “M” should not remain in the regular education classroom during instructional blocks due to excessive distracting behaviors. Unfortunately, regardless of teacher, principal or district concern this child remained integrated in the regular education classroom due to parent request.

From my point of view, making a decision that benefits 1 child verses the majority of children is unfair and not beneficial; in fact, it may have had a negative effect. Students in the classroom fell victim to inappropriate visuals, extreme outbursts, and total distraction during learning time. All children deserve a safe learning environment conducive to successful educational performance outcomes. Therefore, in this situation what benefits the majority of students would be for this child to remain in a self-contained classroom and join the students during recess, lunch, or after hours (specials is still considered instructional time). It’s a win-win situation; students can learn without “M” in the classroom and “M” can still socialize with her classmates during other blocks of the school day. Of course, the parents did not agree with this idea.

Our children deserve better. I know I am not a parent and cannot relate to this scenario in that way, but as an educator I cannot support or rationalize the outcome of this situation. I can only hope that when I become a parent I can look at situations from all perspectives and be respectful to all parties involved.

Please know I love all children. Please know I respect parent’s opinions and rights. I am just sharing a situation I wish had a different outcome that was best for all students.

Parents, help me! Am I wrong? What is your perspective?

Teachers, have you seen something similar to this before? Please share!

About the author, Gretchen

I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.

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