I'm sure by now, if you've read all my posts, that you are thinking "We need full inclusion in all classrooms!" If you aren't thinking that, then re-read my posts. Just kidding! =)
There are more studies and more expert opinions that all support inclusion and can probably better explain to you why it's so important that we give ALL kids an equal chance at education. I'm trying to state it clearly in my posts, but am the first to admit I'm not always eloquent. =)
This is a serious topic that I think we'll continue to debate, but I do hope that I have at least given you a different perspective or made you realize something that you didn't before.
So, I am a huge fan of inclusion and the collaborative learning experiences it brings to all students. That said, does the term "SWD" include behaviorally challenged kids? It has been a real challenge for me to effectively address the needs of and differentiate the instruction for students who are defiant, disruptive, and generally agitated/agitating. My cursory scan of the study you quoted doesn't seem to specifically address this style of disability. In any case, my personal experience has been that students with behavioral issues, depending on the severity and the flavor of their issues, can benefit from NOT being included in the regular-ed classroom. Once behaviors are learned, they can be reinforced in gradually increasing increments in the regular-ed classroom. Behavior charts are a great tool, but we can't hold kids accountable for skills that they have not yet learned or practiced. Teaching the behavior in isolation and then holding the student accountable has worked well for me.
ReplyDeleteLawrence- Thank you for bringing a different perspective. I often think of SWD and behaviorally challenged kids are different groups, but this is clearly not always the case. However, when I think of "special needs" kids that could mean a whole spectrum of different needs that individual kids have.
ReplyDeleteI think most of the research around inclusion doesn't touch the topic of how to help educate students who are behaviorally challenged. I also think that unless you have dealt first hand with students who can be so disruptive that there is no teaching going on, that you may not understand why there are some students who benefit from being outside the classroom. In my experience, students who are removed from the classroom because of severe behavior work one-on-one with a specialist on a goal of coming back into the classroom.
After reading your post, I did a little bit of online research and found an article by Mary Beth Hewitt who has worked with several school districts to integrate Emotionally Disabled students into the regular education setting. She explained, "Out of all of the disabilities, mental illness is the last to come out of the disability 'closet.'"
In her article, she went how to talk about the many steps needed to include ED students into the regular education classroom. It isn't an easy or short process, but it can be done successfully.
Works Cited:
Inclusion and Students with Behavioral Disorders. Retrieved 27 June 2011 from CHOICES (volume 2, pages 32-39). www.behavioradvisor.com/InclusionOfEBD.html.