inclusion difficulties

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Posted by Jeff Schatz on November 22, 1998 at 16:25:45:

Help ! I work at a high school where we practice full inclusion with students in the Resource Specialist Program (RSP) (almost all courses are taken in the regular education classroom, though study skills is offered through special education). We also offer a Special Day Class Program (SDC) in which almost all subjects and students are taught out of the regular education program by Special Education teachers. Our current problem lies with the RSP Program: we are coming under increasing criticism that the collaborative model does not offer "individualized" educational opportunities. The pressure is that we should again return to removing students from the regular education classroom and offer special education classes in subjects such as algebra, the social sciences, and physical/biological science. We in the RSP Program disagree, believing that there is a great deal of benefit to having students in the regular education classroom, but we lack documentation to defend ourselves. What we are looking for is information from other high schools who operate under the collaborative model. What services do you offer ? Do you pull-out ? We spend most of our time meeting with teachers to explain individual student needs and to offer suggestions for instruction/evaluation. We also meet with students to monitor progress, inquire as to difficulties, and make attempt to remediate (remediation being a weakness, as there seems to be little time for students to take the required coursework AND be pulled out for instruction in reading, spelling, or math). I guess that is our greatest difficulty: finding a balance between the requirements that are in imposed by the school (coursework, credits, etc.) and the individual academic nedds of the student (below grade level reading, math, etc.) So, what to do ? We can't be the only ones who have this problem. Any assistance would be greatly appreciated. Examples, references, ???? Thank you.

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