#full inclusion

[lifefromthebrownfiles-blog1]

WHEN PEOPLE SAY THAT FULL INCLUSION IS A WASTE OF TIME

[counter-word]

Draw the circle, draw the circle wide. Draw the circle, draw the circle wide. No one stands alone, we stand side by side. Draw the circle, draw the circle wide. Draw the circle wide, draw it wider still. Let this be our song: no one stands alone. Standing side by side. Draw the circle, draw the circle wide. Words by:  Mark Miller Video by:  Phil Hulst

[spec-ed-teacher-blog]

Interview with Mrs. Schirm

For my interview, I interviewed my best friend's mom Kathy Schirm. She works as a special educator in a full inclusion classroom.

1. What type of classroom do you teach in? (ex. full inclusion classroom, secluded classroom, co-teach...)

I teach in what Colonial School District calls "Integration A." (each district calls it something else)  2. How do you feel about fully including disabled children with regular education children? Are you for it or against it?

I am for it! I believe it is easier to fully integrate disabled children with regular education children when they are younger rather then middle school or high school. The educational gap widens with age.   3. What are the benefits of teaching special education students?

For me, the benefits include watching a child's growth, maturity, and personal satisfaction.

4. If you don't already teach in a full inclusion classroom, would you consider teaching in one? Why or why not?

  I teach in an inclusion classroom.  My classroom is self-contained within a regular school building.  I teach the core academics of reading and math to those students and we go into the general education classroom for science, social studies, and specials.   5. What similarities and differences do you see in teaching disabled kids vs. general education kids?

  Teachers are responsible for teaching ALL students within their classroom, be they disabled children or special ed. children.  To me, there is no difference.  Each group of students brings on their own challenges.  The general ed. teachers have a lot of pressure on them for the common core curriculum, state testing; whereas teachers of disabled children also have state testing and Grade Band Extensions which connect the common core curriculum to their general education.