Wednesday, September 10, 2008
Erin Gutzwiller
It is only wendesday and this week has been challenging. One of my students just returned from OSS and now I need to catch him up in his classes, because big surprise he didnt do any work that was sent home with him! On a happy note, my two students that I have taken with me into an inclusion class from a self contained class are doing great! One concern I have is that one of my students should be in inclusion for all 4 of his subjects, but are in just 2 inlcusion classes instead. I am his case manager and want to get him moved into all inclusion becuase I am already getting negative feedback from his teachers about his work. I do understand that I need to do things with a purpose, however I need to collect his work to have proof that he is failing before I move him. I do not understand this process because I do not want to see him fail when all of it could be avoided if I just move him!
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1 comment:
Gae Noble
Erin,
It may be too early in the year to decide to move the student unless there is evidence in his file that he should have been in inclusion classes and it was just a mistake. If not, I would at least give it until the end of the first nine weeks. Make sure the student is getting all needed help and the appropriate accommodations. Sometimes it is necessary to add accommodations (such as more time to finish work, copy of notes, more time to respond to questions, etc.) when a student moves to a general education class. Some general education teachers don't like this because they don't have the help of an inclusion teacher, but if the teacher follows the accommodations as they are required to do, the student can often be successful. If he is given all his needed accommodations, and is still failing near the end of the nine weeks, it may be time to call an IEP meeting and discuss inclusion. Remember it is a team decision, so you shouldn't have to make it on your own. Show the evidence at the meeting and let the team make a decision.
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