Including and instructing students with disabilities in the general education classroom became a topic of heightened interest following the Regular Education Initiative (Will 1986) and provides powerful implications for rethinking education for all students.
Inclusion has been a controversial topic among special and general educators (Fuchs & Fuchs 1994) and simply mentioning the word evokes strong emotions.
Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.
I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.
Dyslexia, dyscalculia, dysgraphia, dyspraxia, visual perception disorders, auditory processing disorders, and language disorders fall under the umbrella of learning disorders.
Many children with ADHD also have comorbid learning disorders.
He was easily distracted by the sights and sounds in the colorful, occasionally loud room.
The National Center for Education Statistics estimates roughly 70 percent of today’s students are enrolled in elementary or middle schools.
He isn’t anxious about being called on by the teacher and looking dumb in class.
Now when he answers a question during a live virtual class, only the teacher sees what he says.
His mother, Kelly Koutsioukis, says Seph’s self-esteem and demeanor are so improved because of his new school arrangement that people ask if he still has autism.
Seph can focus on his schoolwork because he isn’t scoping out the rest of his class when he should be concentrating, she says.