FULL Inclusion orRESPONSIBLEInclusion? THE CHOICE IS SIMPLE By Regina L. Everett, Alabama Elementary Teacher of the Year
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here are many reasons why teachers choose a career in education. My reason is probably a little different from most. I was a learning disabled child. My earliest memories of school involve being struck on the hand with a ruler because I couldn’t do my work and having
all my friends laugh at me. You see, I was one of the “unteachables.” Fortunately, I was placed in a Title I class with a wonderful teacher who changed the course of my life.
I have been fortunate enough to successfully teach upper-grade elementary students for most of my teaching career. Each year, I have several inclusion students in my class. In fact, I have volunteered to be the inclusion teacher for the last several years. Having struggled with learning disabilities of my own gives me the ability to empathize with what my learning disabled students are feeling. I can reach them in ways some teachers may not be able to. I begin every school year by reading to my students Thank You, Mr. Falker, the true story of Patricia Polacco, a learning disabled child. I then share with them my story. They are amazed to hear I had learning challenges just like some of them. They begin to believe if their teacher can overcome these challenges, then so can they. I tell you my story, so you will understand I am not only seeing learning disabilities and the inclusion debate through the eyes of a teacher but through the eyes of someone who has “been there” as a learning disabled child. Let me state from the beginning that the reason inclusion works in my classroom is because I never “dumb down” my curriculum. I have the same high expectations for my special needs students as I do for my reg24 Alabama School Boards • July/August 2008
ular education students. The difference is how students are expected to achieve these goals and expectations. As teachers, we are all used to accommodating and/or modifying student work, based on each child’s individualized education program, or IEP. Does it take more time to individualize your instruction to fit the needs of each child in your class? Certainly! For inclusion to work in a general education setting, however, it is crucial that individualization take place. In addition, let me state that without the assistance of one of our special education teachers, Susan Fryer, inclusion would not work in my classroom. Having a special education teacher in my classroom allows me, the general education teacher, to focus on the needs of my entire class. Ms. Fryer assists with guided reading groups, reads tests for my special students (as required by their IEPs), helps them find page numbers and stay on task, assists with lesson planning, etc.. For inclusion to be successful, teachers must be willing to make teaching a collaborative process. According to the Individuals With Disabilities Education Act, as amended in 2004, inclusion is not required. Instead, IDEA requires students be placed in the
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She taught me to read. After two years with this teacher, I was above grade level in reading.
“least restrictive environment” to meet their “unique needs.” This means all students, whether they are special education or not, get the chance to have an equal education. Along these lines, full inclusion means all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting. I have taught in both a full inclusion and a partial inclusion setting. For inclusion of any type to work, it must be handled responsibly. I would be lying if I said inclusion works for every child, every time. You and I know that would be impossible. Unfortunately, this is what proponents of full inclusion would like you to believe. Author Susan photo©istockPhoto.com