Today, many schools are trying to improve on this inclusion model and least restrictive environment by going from a partial to a full-inclusion model. Schools in the Los Angeles School District have moved a vast majority of their students out of their special education centers within the last three years and into neighborhood schools where they are fully integrated into elective classes like physical education, gardening and cooking. They are also integrated into regular main stream academic classes as well, but it’s usually not to the same degree as electives.
Michigan schools say that want to break down the walls between general education and Special Education creating a system in which students will get more help when they need it, and that support doesn’t need to be in a separate special education classroom.
Some school districts in Portland, Oregon are a little further along than the Los Angeles schools that are just bringing special education students back from special schools and Michigan schools that are just beginning to try full integration of its students and eliminating most of the special education classrooms.
Being a little further along in the process Portland makes an interesting case study. Many of the parents who initially supported the idea of integrating special education students into regular education classrooms in Portland are now worried about how the Portland Public School System is doing it. Portland is aiming for full-inclusion by the year 2020. However, some of the teachers in Portland are saying, “Obviously the special education students are going to fail and they are going to act out because we are not meeting their needs… If there’s not the right support there, that’s not acceptable, not only for the child, but for the general education teacher as well.”
A Portland parent said, “I would rather have my child feel successful than for them to be ‘college-ready’.” She further states, “I want my children to be good, well-rounded human beings that make the world a better place. I don’t think they necessarily need to go to college to do that. I think that children are individuals, and when we stop treating them as individuals, there’s a problem.” Sadly, many parents and teachers have left the Portland School District, and many more are fantasizing about it because they feel the full-inclusion model isn’t working there how they pictured it would.
How much should schools integrate the special education students is the burning question of the hour. In my personal experience some integration is not only possible, but it’s a must. With some support many of the special education students can be in the regular education classrooms.
A few years ago I even had a non-speaking paraplegic boy in a wheel chair who was on a breathing respirator sitting in my regular education social studies class. Every day his para professional and his nurse rolled him into and sat with him. He always smiled at the tales I told of Alexander the Great marching across 11,000 miles of territory and conquering much of the known world at that time. By the way, Alexander the Great also practiced his own model of inclusion by encouraging kindness to the conquered and encouraging his soldiers to marry the captured territory’s women in order to create a lasting peace.
Other important factors to consider in special education inclusion is the much needed socialization and the saving of money integration offers. Kids learn from other kids and money not spent on Special Education could be spent on general education, right? Hmm…
If you noticed, I said a little bit earlier that many special education students could be integrated, but I did not say all or even most should be integrated. There are just some students that are going to take away too much of the teacher’s time and attention from other students, such as, in the case of students with severe behavior problems. When we put severe behavior problems in regular education classes it’s just outright unfair to all of the other children in there. Similar cases could be made for other severe disabilities too that demand too much of the main stream teacher’s individual time and attention.
Hey, I’m not saying to never try out a kid with a severe disability in a general education setting. But what I am saying is that schools need to have a better system of monitoring these placements and be able to quickly remove students that aren’t working out, and are taking precious learning time away from other students. Furthermore, schools need to do this without shaming the teacher because the teacher complained that the student wasn’t a good fit and was disrupting the educational learning process of the other students. Leaving a kid in an inappropriate placement isn’t good for any of the parties involved. Period.
Over the last two decades I have worked with more special education students than I can remember as a special education teacher and a regular education teacher teaching inclusion classes. I have learned to become extremely flexible and patient and thus have had some of the toughest and most needy kids placed in my classes. I have worked miracles with these kids over the years and I know that I am not the only teacher out there doing this. There are many more out there just like me. But, what I worry about is that because teachers are so dedicated and pulling off daily miracles in the classroom, districts, community leaders, and politician may be pushing too hard for the full-inclusion model thinking that the teachers will just have to figure it out. Setting up teachers and students for failure is never a good idea.
Furthermore, I hope it’s just not the money that they are trying to save while pushing this full-inclusion model forward because what we should really be trying to save is our children. As Fredrick Douglas said, “It is easier to build strong children than to repair broken men.” Regardless of how the financial educational pie is sliced, the bottom line is that the pie is just too small and our special education teachers and our special education students shouldn’t be made to pay for this.
In addition, I have been a teacher for too long to not be at least a little skeptical when I hear the bosses say that the reason they are pushing for the full-inclusion model is because socialization is so important. I know it’s important. But, I also know that too many people are hanging their hats on that socialization excuse rather than education our special needs students and providing them what they really need. I have seen special education students whose abilities only let them draw pictures sitting in honors classes. There is no real socialization taking place here. It just doesn’t make sense.
Well, finally coming full circle. It will be interesting to see where this full inclusion thing goes. The wise ones won’t let their special education teachers go, or get rid of their classrooms. And for the school districts that do, I imagine that it won’t take long before they realize the mistake they made and start hiring special education teachers back. To my friend and his now ex-principal father from all those years ago who thought special education was going away, well, we’re not there yet, and to tell you the truth, I don’t think we ever will be.