I concur with those on here that believe a student's inclusion in the general classroom should be individualized to that student's limitations as spelled out by the IEP. The thing to keep in mind when people mention about lack of general teacher training and resources: the courts have ruled that money cannot be a reason as to why a school system cannot include a student in the general classroom if it is spelled out in the IEP. Basically, the courts have said they have no interest (or ruling power) over the financial resources necessary for the teachers to be more effective in the classroom for all students with IEPs, but that the school systems need to make it happen.
Some of the particular situations I've seen in my classroom are so wide on the spectrum that I don't find it to be helpful for the students with or without the IEP. There is zero accountability for students that have an IEP, but also know they have an IEP, and will refuse to do any work. This involves a tiny percentage of students, in my opinion, and I've had plenty of students that know they have an IEP, but want to work their butt off to earn their grade. This doesn't even cover the tracking of students with IEPs into CTE courses, which add an element of workplace safety that must absolutely be followed. CTE courses could lead, for some students with IEPs, very fulfilling careers for them, and for others, just an absolute waste of time.
Overally, as a general education teacher, I myself feel very unprepared for the gamut of possible scenarios of students with IEPs. I really haven't had any extreme cases in my career, but I still feel like behind compared to my SPED teacher counterparts. Once that is addressed, we'll see the same problems occur year after year.
Thank you for sharing. I hope one day educators of the educators will rectify the training problems in colleges and universities, leaders in the school system will rectify it in their school systems, and teachers will demand to be properly trained in mass. No one wins with the way things are. It's not only the special needs students that lose, but regular students, teachers, and all the parents whose already high stress level is only increased by the current system.
Even worse are the kids who never even get services because the school system misses their problem. I had a teacher recently relate to me that their colleague, a 5th grade teacher during the last school year, early on discovered seven or nine previously "undiagnosed" (children must receive a qualifying educational diagnosis which differs from a medical diagnosis and even a medical diagnosis does not of itself qualify the child) special needs children in her new class. All of them were eventually diagnosed and services were finally started in the 5th grade. Every one of these kids had struggled to this point in school and were just promoted without anyone doing anything about their situations. Her fellow teachers, instead of commending her, joked about the number of kids she referred. Like I said, they all qualified for services. Also keep in mind this, asI understand it, occurred at a minority in the majority (mostly black) school and that these kinds of racial disparities are not uncommon.
I also recently had a parent whose child I know well (and who is definitely ADHD but also shows obvious signs of autism - enough to get an evaluation, IMHO) well, she raised her concerns with the school system verbally and nothing happened. The concern was completely ignored. What she did not understand is that the request for testing must be in writing (and you better keep copies and maybe CC a couple of people) or some school admins will just pretend it never happened. I've heard similar stories from parents multiple times. Parents don't know the rules. Educators do and some - not all but some - take advantage of this to deny the child an evaluation.
We are fortunate to be white, well educated, internet access for research, and so on - and it has still been an uphill battle. When my middle child was in 3rd or 4th grade we had moved to a new school. We had an "IEP" meeting and the IEP, which was made up beforehand, was beyond pitiful. It consisted of "kid does this. he will not do this whatever % of time by this date." There were no interventions or accommodations or anything. That was it! They did not even have his educational diagnosis on there. I asked was this an appropriate IEP for a child with autism. No kidding - she looked at me and said "he doesn't have autism." "Hallelujah! It's miracle! He's been cured!" I declared, being quite ticked off. She, being the only staff member there (at an IEP meeting which ain't cool cause everyone should be there) looked at me warily. I told her there's no way in hades I'd be signing that. She insisted I must. I insisted no way and we parted ways after I gave a tongue lashing about the school losing his diagnosis. This is where the internet comes in - I went home and researched (not the first time, but it sure helped) and wrote a several page letter including citations to applicable case law, federal title and chapter, and so forth and mailed copies to the teacher at the "IEP meeting", the principal, the county supe, and the school resource director for the system. The day after that I got a call from the resource director and at the next IEP meeting there were just about more people than the room could hold (I may have implied that legal action would be imminent without a successful resolution). Yay! Good for me and my kid! But I am the exception instead of the rule. Most parents don't know any better and would not have fared as well. That was but one time I had to go to bat for my kids. Multiply that by I have no idea how many times for mainly two kids (my daughter got speech early on due to some problems with pronunciation). Not all were that severe, but a few times at least came close including a situation that caused us to leave IL (at least one prominent administrator was physically abusive to my boy - CPS demanded to come to my home to investigate even though I witnessed it directly and reported it and took him that same day to have it medically documented, but that's another story). I had a will to fight and the knowledge to navigate once I got my feet wet. That's not always the case for these kids. Even I was worn down by the process at times. Had to often take time from work to go to meeting after meeting. But that's what it's like to be a parent in my world. (and don't get me started on the people who bemoan these kids getting "extra" services and act jealous of it - yeah, come live my life and let your kid go through what mine have, buddy).
I don't want attention or attaboys or pity or any of that. I just want you to understand a little better and feel it in your heart, know it in your mind, and then make a difference. That's it.
My wife is one of the Paras (aides) for the Special Needs teachers at our boys elementary school. She has hour long blocks with 4-5 groups of 2-4 students daily to work on fundamentals like math and reading. Most of the special needs students at her school rotate from the regular class to their special needs class, with the small group time in between.
I’ll be honest and say, this thread has really opened my eyes to a problem that many families, and several on here, are stuggling with. By all accounts, the system in place at her school is pretty successful.
Thank you to those of you who have shed a light on this for me.
And when one person has their eyes opened it's worth the effort. Thank you.