My name is Ramona Benoit and I currently teach 7th grade inclusion and self contained Math and Science classes. I teach at the same school that Stephanie does and also have the challenge of the VGLA portfolios. I agree that it seems to be alot of work for the students and pressure if they are having difficulty passing a particular strand. I understand the importance of the binders, I just feel that there is way too much pressure on the students and the teachers to get these binders together. I sometimes feel that there should be a specific teaching position for those students that complete the VGLA. One person in charge of getting them together and working with those students specifically. I guess thats just wishful thinking though :).
So far, however; my year seems to be getting off to a positve start. The behaviors seem to be less negative and more respectful. The students in the inclusion classes that I am in actually seem to want to work and learn, which is a drastic change from the previous 2 years that I have been teaching there. The only challenge, other then the VGLA binders, that I see is that my self contained students seem to be very low this year in both Math and Science. One of my students had difficulty with recognizing the basic operations (+, -, x, divide) on the calculator. This makes it very difficult when I am supposed to be teaching them 7th grad Math curriculum. And preparing them for either the VGLA portfolio or the SOL test. These are students with learning disabilities that prevent them from learning at the same pace and to the same extent of students without learning disabilites. I guess that I just thought that the special education program was to assist these students in doing the best that they can and to help them to progress and build their skills; rather then pressure them into learning like everyone else who doesn't have a disability or else they fail. I still and will never understand why students who have learning disabilities and who are proven to not be on grade level are required to take an SOL.. grade level test as general ed. students do and they are scored the same and averaged in the same as everyone else.
I do agree that they should be tested; but more to measure their progress and to determine which direction they need to be going. If by chance they show success at grade level then by all means include them in the general ed. testing and grouping. If they are then include them but if they do not then keep working at it.
Am I making any sense?
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4 comments:
How do you and your inclusion teacher run your classroom? I know there are lots of different models and would love to hear about you are doing how its working or not working.
Thanks
Beth Reed
Ramona-
One of the problems I see in our school system is testing to excess. It starts six weeks after the children enter into Kindergarten. The children in general education, who are able to succeed, take these tests with ease. The children who struggle are beginning on the path of testing which reduces their self esteem. All children are not going to succeed at the same rate or accomplish the same things, but our methods today suggest they are all expected to. A second negative to all the testing is the time taken teaching to the test and not what these children can learn. I too believe we should evaluate what is taught and the progress made in a child, but the methods used now seem to be harsh towards part of the school population in the most need.
Kay
I also believe children are over tested in schools. It's interesting to me that education seems to have come so far in some ways but not in others. We have come up with these multiple intelligences and different learning styles to more effectively teach all students. I was so excited to learn about assessments and alternative, hands-on assessments for our special education (and gen ed.) students. As special educators, it seems like everyone is so creative and does so much to help students achieve academically. Yet at the end of the day it just comes down to a couple of tests. And those types of tests, which determine so much for the students, and the very things that we try to avoid when working with our students. It must be very frustrating as an educator.
The previous comment is mine.
Misha
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