Inclusion
In my field experience classroom, there are five children classified with specific learning disabilities. They are included in the regular education program, and their learning is augmented by pullouts by specific related-service providers. The pullouts are done in such a way that there is little disruption to the class, which benefits all parties involved. While in the general education class, the children with special needs are integrated fully, and are not noticeably different from the other children. In this case, for these children, I feel that their full integration into the regular classroom, with pullouts is the appropriate education, as mandated by I.D.E.A. While I was not given the specific disabilities the five children have, I was told that two of them have a reading disability, two have speech impairments, and one has motor skill impairments. The children with read
The children benefit greatly from their time with the related-service providers. For the teacher, it's easier to know about the disabled children, so she can watch for signs of its impact throughout the day. The skills they work on augment the general education program very well. The teacher does modify her plans for the day, to ensure the pullouts are not disruptive to the class or to the children with special needs. The regular education teacher has made modifications in such a way that they do not affect her lessons or her time with all of the children. However, all of the children have the same needs, and need the same amount of attention during the general education program. Interestingly, the other children in the classroom all have similar needs to those with learning disabilities. In situations similar to this one, I am fully supportive, and I feel that this experience will be crucial to my future as a special education teacher. No one is adversely affected by their inclusion, and the children with special needs perform to their fullest extent. While full inclusion is an issue with which I do not fully agree, seeing it work well in my field experience classroom has somewhat altered my opinions. The fifth child goes to the occupational therapist once a week to help improve his handwriting. The general education teacher does not need to make many accommodations for the children with special needs. Extra attention is given when needed, as is more targeted help. The speech and language pathologist pulls out the children with speech impairments twice a week. While the child with the motor disabilities struggles writing the letter 'y,' so does one child without a disability.
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