In efforts to improve the quality of education and increase academic achievement for students with special needs, many districts have implemented the use of inclusion. Many refer to the sudden popularity of inclusionary practices as the Inclusive Schools Movement. In my school district, the co-taught model/setting is used in most middle schools. Most Program for Exceptional Children (PEC) teachers are faced with resistance from general education (GE) teachers. The GE teachers often exhibit challenges sharing space, responsibility, and accountability. The PEC teachers and students with special needs are often treated as unwanted guests. Many PEC teachers do not act assertively, and therefore the tone is set by the GE teachers in the classrooms. The following are challenges:
1. Many PEC teachers are not proficient in specific content areas.
2. In Georgia PEC teachers are not required to be highly qualified in the content area that they co-teach.
3. Inadequate training, preparation, and support.
4. Insufficient time for collaborative planning.
5. Lack of administrative support.
In my school district, inclusion has a bad reputation! The implementation process was poorly planned, and now the district is investing in extensive training and continuous support.
Do you think that the new training plan will change the attitudes of teachers that have had bad experiences with co-teaching?
Should there be a different plan for individuals that have experience co-teaching?
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3 comments:
I find it this a very interesting topic because I have an aunt who has taught Special Education children her entire lifetime and is about retire. She is a believer of inclusion, but has also seen the resistance shown by GE teachers as you mentioned. She strongly argues that this is what is best for the children she teaches. On the other side, I have had the experience of having a mildly autistic student in my class, and to be honest, it was a challenge because as you mentioned, I lacked training to properly address his needs. It was difficult for me to juggle pauses to deal with his issues and continue to teach the rest of the class in a flowing manner.
I think training would definitely help, but not only for subject material but for the GE teachers on how to respond, instruct, and include the special education children.
I think that if GE teachers are open-minded, there will be a positive change regarding inclusion. It's my experience that many GE teachers are place with a co-teacher, without formally being introduced or anything.
It's not condusive to just place teachers together, they should be introduced prior to meeting in class. Additionally, many GE teacher have no experience or knowledge of the special needs student. They often-times do not know the student's disability which makes it difficult for him/her to manage that student in their class.
Inclusion "can" work, it depends on the implementation and the severity of the student.
In my school we have a whole Special Ed program. All teachers are certified and licensed to do what they do. They sit in the inclusive classroom with the special ed. students. They are very professional in what they do, and are very well accepted by the general education classroom. There is a respect between the GE teachers and Special Ed teachers. It is all a very professional process. The GE teachers are always open to talking to the Special Ed teachers about the progress and grading of their specific special students.
I feel that if you can get real professionals in those seats with the inclusive classes, people who are licensed and trained to do what they do, they will automatically gain the respect of the GE teacher. Once that happens, the rest of the GE - Special Ed teacher relationship will take off, and the kids will surely benefit.
Joseph Kastan
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