Alexa, I thought the paper you wrote truly painted a picture for me of the passion you hold for LRE, it was well written, incredibly thought out and very descriptive. I believed that I had a passion for LRE but after reading your paper, what I did learn is that cooperation and collaboration is the key, this quote specifically, "The schools, who effectively implemented inclusion within this case study, had common characteristics of being welcoming of all students, teachers accepting the education of students with disabilities as a typical attribute to their job, and having significant amounts of resources to be used to educate the students." I really enjoyed reading your paper and the question you had written were insightful and thought provoking.
1. The concept of LRE has been a consistent problem within the field of Special Education. Many people and schools have found that LRE has inconsistencies regarding the type of intervention used from district to district. From your knowledge and personal opinion, what does a least restrictive environment look like to you?
LRE gives the student what they need to flourish and learn utilizing the strengths of the student while accommodating their opportunities. If a student can do well in a fully included curriculum that is where they belong but if a student struggles to the point of detriment to their education, dependent upon the level of the disability then the level of inclusion should be based on the best need of that child. Personally, I have 2 students that are completely included that in all honesty, that should not be the case. I believe that you are correct the level of intervention and the level of inclusion does have inconsistencies district to district. There is room for change where the level of inclusion may be and should be mandated at a state level.
2. Special education has come a far way regarding inclusion; however, do you feel that we are moving in the right direction with education students with disabilities in less restrictive environments? Why or why not?
I believe we are absolutely moving in the right direction, like Dan and Rachel from your paper it took court intervention to truly place those students in the right place for their good. But the fact that parents have the opportunity to be the voices for their children is definitely a move in the right direction. We as educators must partner with parents and make sure that they are educated and completely aware of the choices that are made available for their kids.
3. What do you feel are the main concerns that teachers and other school faculty have regarding inclusion? How might the concerns of the faculty differ from those of the administration?
I think for general education teachers a belief that inclusion could hamper the “regular” education students is a concern, and maybe rightfully so, though if co-teaching is done correctly and general educators could come to understand the benefit there could be less concern. It has to be a partnership, the special educator has to be the mediator between general ed and the administration. Administrators concerns, I believe are more for the rights of all, or the greater good, and maybe rightfully so, but that is where the mediation could be so important to the needs of the student, general educators, the school, and possibly the district. But it is our job to make sure that mediation happens.
4. Do you feel that general education teachers are properly equipped to work with students with disabilities? Why or why not?
In most cases general educators have “all” of their students best interest at heart. But so often that line between our student and their student becomes blurred. That is why it is so important that co-teaching become a culture, because these children really are “all” ours. Whether you are a special educator or a general educator all students would benefit from a co-teaching environment. And if done correctly everybody wins.
5. Identify at least two best practices that you believe would assist in making inclusion a successful process for our students? Are there any best practices mentioned in the paper that you feel would be beneficial in your future teaching?
When I was a substitute teacher at Niles Middle School, I had the opportunity to sit in a classroom that was a full inclusion, co-taught classroom, the amazing part about this classroom was that I was not able to pick out the students with IEPs or more importantly the general education v. the intervention specialist. The students worked with each other with the help of “their” teachers. So 1 best practice would be co-teaching and to that a peer buddies worked beautifully. I guess this goes hand in hand with “Also, agreeing on a shared vision for the students with disabilities within the general education classroom, and as the intervention specialist being flexible…”, An incredibly important best practice pulled directly from your paper is one I will take with me.
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