Ruthie B.--Blog #7, Ch. 9&10
Literary Luminary:
"If there are two teachers in a classroom, everybody knows that somebody has a disability. Everyone is a suspect, but no one is talking. In schools where one class per grade level is designated for co-teaching, everyone knows who stays in those classes from year to year. Sometimes students without disabilities do not want to be in a class that has co-teachers because they fear somebody might think they are the ones who have disabilities." (p190)
There is a large part of me that isn't sure if this is true. I think that as you increase in grade levels it may be a more and more pervasive feeling however at younger ages--I'm thinking 1st-4th grades--I don't think that this is necessarily the case, but perhaps it is just because of the co-teaching classrooms that I have seen and the environments that those teachers have fostered together. If co-teachers are working together because of a highly inclusive classroom there are a variety of tactics that they can use to help and move their inclusive kids along as well and keeping them a part of the main class. Many students in a co-taught classroom simply feel like they have two teachers...and as a kid, how lucky do they feel? =)
"Most of use were taught early on not to point or stare at someone with a disability, much less mention the person's disability--as if he or she might suddenly realize or remember the disability and hold us responsible for having pointed it out. Good manners require that we look away and pretend not to notice. We surely do not want to provoke a person with a disability by doing or saying the wrong thing." (p192)
As someone that has worked with people with disabilities, I count it as a blessing to greet people with disabilities out in public. I can't tell you how apparent the look of relief is when I have to reintroduce myself to a parent of a student from years past because their child has just run up and accosted me in some public arena. In the same way with people that I don't know--I smile at everyone--it's my mission in life to get a smile back, so whether someone has a disability or not, they get a smile as well, and we go from there.
Essence Extractor:
Disabilities may mean differences but they never mean "I can't".
Rigorous Researcher:
"Inclusion needs tending. It is not something that we put into place structurally, then sit back and hope for the best. It is not about a particular teachers practice or a particular child. It is about everyone working consciously and collaboratively toward the common goal of nurturing a vibrant inclusive community." (p207)
Inclusion kind of feels like caring for orchids... My sister and I have about 4 orchids. While they are beautiful flowers whose blooms last for months, they are not lacking for attention. I would love to say you get them to bloom and then just leave them but that is not the case. They are constantly in need of certain temperature or water or light. And, because my sister works night shifts as an RN, and I am at school all day and coaching we must work together consciously toward the goal of keeping them beautiful. Much in the same way teachers of inclusive classrooms must constantly work to maintain and nurture the kind of environment and home that they wish to exist in their classroom.
"To the maximum extent appropriate, children with disabilities (including children in public and private institutions and other care facilities) are educated with children who are non-disabled. Special classes, special schooling, or other removal of children with disabilities from the general education environment occurs only if the nature and severity of the disabilities are such that education and regular classes with the use of services and supplementary aids cannot be achieved satisfactorily." (p212)
Above is the definition for "Least Restrictive Environment". I think that as educatirs as we look at "Problem children" or students that we feel are un-fit for our classroom we often forget what the definition of this is. Each student is entitled to learn in the Least Restrictive Environment whether it is difficult or easy for us as a teacher to pull off for them.
Inclusion kind of feels like caring for orchids... My sister and I have about 4 orchids. While they are beautiful flowers whose blooms last for months, they are not lacking for attention. I would love to say you get them to bloom and then just leave them but that is not the case. They are constantly in need of certain temperature or water or light. And, because my sister works night shifts as an RN, and I am at school all day and coaching we must work together consciously toward the goal of keeping them beautiful. Much in the same way teachers of inclusive classrooms must constantly work to maintain and nurture the kind of environment and home that they wish to exist in their classroom.
"To the maximum extent appropriate, children with disabilities (including children in public and private institutions and other care facilities) are educated with children who are non-disabled. Special classes, special schooling, or other removal of children with disabilities from the general education environment occurs only if the nature and severity of the disabilities are such that education and regular classes with the use of services and supplementary aids cannot be achieved satisfactorily." (p212)
Above is the definition for "Least Restrictive Environment". I think that as educatirs as we look at "Problem children" or students that we feel are un-fit for our classroom we often forget what the definition of this is. Each student is entitled to learn in the Least Restrictive Environment whether it is difficult or easy for us as a teacher to pull off for them.
Ruthie-
ReplyDeleteI was looking at your post about how children view co-teaching and I honestly never thought too closely about it. I always thought the more teachers, the better. I too believe that at the elementary level, students are not aware of any negative aspect of having more than one teacher in the room. There are constantly sp.ed. teachers, speech therapists, Occupational therapists and aides in these classrooms and I think students utilize any other "body" in the room to their advantage. Good point, though, as they move up into the higher grades. It is a sad thing to think about that students look at the assistance they can recieve in a negative light. I am sure that the students who need the help look toward co-teaching as a benefit.
Andrea