A question for special education teachers.

[tw1nsmom]

I'm hoping that some of the special education teachers on the board can give me some advice/help. DS is in first grade and has nonverbal learning disability. The school district we live in is not known for its progressive integration policies. They have minimal consultant teacher services, and after that special education services involve some sort of pull-out or self-contained classroom. I know they aren't in compliance with the LRE mandate in IDEA 2004 or with the New York State special education regulations. However, I'm trying to work with them instead of calling in the lawyers.

In DS's IEP the school agreed to do resource services on a push-in basis (it took a lot of convincing). However, it's becoming apparent that his special ed. teacher doesn't have a lot of experience with push-in and modifying classroom assignments. She is presently doing her seperate curriculum in DS's classroom with DS and another child sitting at a table with her while the rest of the class does other things.

When I talked to her today (with the classroom teacher) she seemed at a loss as to how she could use the classroom teacher's centers curriculum to further her educational goals. Goals, by the way that I don't feel are entirely in the best interest of DS. They keep insisting that he's doing fine and reading at grade level, but then she says that he needs help with decoding skills during resource time and that she doesn't have time to work with him on the classroom lessons. I feel, that between this seperate instructional time and the seven therapy pull-outs he has per week, DS is missing too much of the general curriculum. Also, the way she's pushing in is really highlighting that he's different from the other kids in the class.

I guess my question is, what are some ways/tools that you use to incorporate the general curriculum in your lessons, and are there any books on integration strategies that you would recommend?

 

[tw1nsmom]

Anyone?

 

[belle&beast]

I'm a speech pathologist in the public school preschool but we are a full inclusion district, so we no longer have self contained classrooms. I do know that especially in the lower grades the resource teachers join the classroom and supplement the work with the appropriate level for the child. For example if a child receives resource services in the area of math, the resource teacher comes in and works with the child during math goals on the IEP. He does not have to be singled out and pulled away from his peers, just sits at his desk or table with the others while she helps him. I should note that kids are pulled out occasionally if they are unable to concentrate or if they need to be in a quiet place to learn a new concept.

For reading, the resource teachers also go into the classroom and may work with a group of students all at the same level. As children get older they may get pulled more often, but it is minimal and only when their needs cannot be met in the classroom.

I hope you get some more responses- you are your child's best advocate and it seems like you are trying not to cause problems, but to be sure your child is getting what he needs at school. I would try to talk to the head of the special education department without being accusatory and just see if there is a way to keep him in the classroom more often. As an SLP in preschool, I stay in the calssrooms, but I know most of the elementary SLPs pull the kids out because it is next to impossible to teach lip and tongue placements for sound production in the classroom. Our OTs tend to work in the classrooms and the PTs try to be there during recess or PE so they can work on gross motor without interrupting the regular day. Of course, there are exceptions with scheduling, but they really try to keep the kids with their peers as much as possible.

 

[tw1nsmom]

Thanks! As far as I can tell, all of the therapists are pulling Ds out for all of his sessions (except for the aforementioned push-in resource). They won't go into PE or recess. They won't work their schedule around DS's. I'm not sure when he's pulled for speech and social skills counseling, but I know he's missing an hour of class for OT and PT every monday and wednesday afternoon.

It's so hard, because we're coming at this issue (the school and myself) from a totally different educational philosophy. I'm trying to avoid going to the district level, because they're notoriously uncooperative in my district, and once I open that can of worms the district may put an end to any unnoficial cooperation my local school is giving. When I go to the district, I fundamentally have to be prepared for the lawyers to become involved.

 

[vettechick99]

Hmm, I'm not sure how much help I will be as I'm still new to the field (4th gd SPED).

Ok, now by push-in do you mean inclusion? You are right in saying they are not in compliance with the laws. First, I'm pretty sure they are trying to do away with self-contained completely (impossible in my opinion!). Second, inclusion should mean that the child is taught at their desk exactly like the other students but may have special accommodations (manipulatives, calculators, alternative tests, etc). There is absolutely no point in pulling your son and the other to the side to teach "her" lesson. That's not any different than self-contained. It's worse in fact because just as you said, now he's singled out. Now, I understand why she is doing it, but it's not true differentiation (that's the new buzz word - basically the teacher has to teach for all learning styles/intelligences/disabilities).

Anyway, it sounds as though the teachers were thrown into inclusion without any training or warning (it's happening all over the country - some schools are handling it better than others). True inclusion should be all students in the classroom and the two teachers have worked it out how to teach the curriculum. For example, when I go into my math inclusion class, the regular ed teacher teaches and I help all the students. If I know my kids will have trouble with the concept, I can break it down or use manipulatives. We don't single them out, we'll take a whole group of kids and do centers.

Your teachers really need some training and it's a shame the district isn't supporting them any. Do the teachers seem open to the idea (some are anti-inclusion and resist the concept)?

It's very important that you be an advocate for your child and look into this further. So many kids can get lost in the shuffle and his education is of most importance right now. At the same time, keep a non-accusatory tone when talking with the teachers/principals/SPED Director. This law is pretty new to everyone and they might be behind the times a bit.

Also, I'm sure you do this, but always review the day's lesson with him at home. It's makes all the difference for special needs kids!

Oh, do a search for inclusion and also differentiation. Carol Tomlinson is the guru of it and inclusion models are often based on her research.

 

[belle&beast]

Thanks! As far as I can tell, all of the therapists are pulling Ds out for all of his sessions (except for the aforementioned push-in resource). They won't go into PE or recess. They won't work their schedule around DS's. I'm not sure when he's pulled for speech and social skills counseling, but I know he's missing an hour of class for OT and PT every monday and wednesday afternoon.

It's so hard, because we're coming at this issue (the school and myself) from a totally different educational philosophy. I'm trying to avoid going to the district level, because they're notoriously uncooperative in my district, and once I open that can of worms the district may put an end to any unnoficial cooperation my local school is giving. When I go to the district, I fundamentally have to be prepared for the lawyers to become involved.

Wow! Can you move?! Just kidding, but it seems like you are approaching the situation in the right way and the school should be able to explain things better and be willing to work with you. We have a parent advocate group called INsource that attends IEP meetings with the parents and it has always been a positive experience for all parties.

Another thing I noticed in your original post is that you are unhappy with his goals and objectives. We very often reopen the IEP to be certain goals and objectives are appropriate. Ours are written in the spring for the following year and often goals are met more quickly or slowly that originally anticipated, so we rewrite goals. I know parents hve every right to ask for a new meeting to discuss the IEP. Maybe that would be a way to go along with a representative from an advocacy group. I know you are not trying to be difficult or cause a lawsuit, but you have to be the advocate for your child.

You might want to post your question on the DISabilities board, the people that frequent there seem to have lots of good information.

 

[tw1nsmom]

Thanks Vettechick! I'll be sure to look up differentiation and Carol Tomlinson.

You have really hit it on the head. She's just bringing her preexisting resource room curriculum into the classroom and pulling DS to one side. To make matters worse, the other child that works with the teacher and DS isn't even from his class. She brings him with her from another class. It really seperates them even more.

DS is in a general education class, they just don't provide services in an inclusion setting. I think you're right that they don't have the training. There isn't an inclusion/team taught class in the entire school district. Actually, you don't see many children with obvious special needs in our district. We're a wealthy district who I believe is very concerned with appearances and test scores. They keep most special needs students in self-contained classes or in some cases pay tuition for them to attend area inner city schools. The children with more moderate needs often end up going to private school because their parents have the money and have become frustrated fighting for their child's rights.

I have a degree in psychology and a masters in education. I've also been to training to become a special education advocate. I'm not giving up without a fight. I've found the most effective method for change is to bring the teacher's the information myself. It's just so much harder when it's your own child for whom you're advocating. That's why I'm asking for help.

 

[tw1nsmom]

Wow! Can you move?! /QUOTE]

I know you were just kidding, but moving is an option we're keeping open if things get more challenging in the future.

 

[belle&beast]

Wow! Can you move?! /QUOTE]

I know you were just kidding, but moving is an option we're keeping open if things get more challenging in the future.

I do know lots of families that have moved out of one specific school corporation in our area and into the one where I work because of the inclusion philosophy.

 

[tw1nsmom]

I'm just bumping this to see if anyone else has any other suggestions.

 

[paigevz]

Well, no suggestions, but I have the inclusion class for my grade level (2nd), and here are my experiences. The resource teacher takes 3 out for reading/lang. arts, but they are also there during my reading time, so they are actually out for writing. My reading class utilizes small leveled groups, so they do the same things everyone else does, just on their level (K at present for the three). The other one stays with me full time, with the option to go to her if he needs. They are all with me for math, science and social studies. In math, she pulls them all to one table together, but they do what the class is doing, just with her helping and chunking the assignment/reducing/reading aloud/writing down things in front of them that I put on the board/writing for them if need be and so on. She actually includes two others that do not have IEPs but have great math difficulty. In science and social studies, an educational assistant follows them from class to class (we have rotating classes in these subjects) and assists with reading and writing, but they have the same basic instruction and assignments as the others.

Don't know if that'll help you or not.................

 

[golfgal]

Is this an aide that is assigned to work only with your child or is this the certified special ed teacher that is working one on one with your child?

 

[tw1nsmom]

Is this an aide that is assigned to work only with your child or is this the certified special ed teacher that is working one on one with your child?

DS has a full time shared aide, but what I'm talking about is the time his special education/resource teacher is in the room. When the aide is working with him, she's helping him with the work that all the children are doing. When it comes to the special education teacher, she has developed a standard curriculum for all first grade special needs children (at least those even remotely at my son's level). Up until now she hasn't even attemted to take the teachers lessons and modify them to meet her goals. Even if you put aside the fact that sitting at a table with his special ed. teacher and another student points him out as different (when all the other kids are doing things liks show and tell), if he misses too much of the regular centers curriculum, he won't have the same frame of reference for learning that the other children have.

She was very against pushing in to the class this past spring when we discussed it at the cse meeting. She's now said at least three times (in two and a half weeks of school) that she doesn't think it will work and that we need to consider pull-outs. I get the feeling that she wants it to fail because she wasn't on board to do it in the first place.

DH and I were discussing this this morning, and we think another problem is that they greatly underestimate DS's intellectual capabilities. Because of his pragmatics and slow processing issues, he sometimes gives the outward appearance of being "slow". He's not. He's more than capable of learning all the material that the other children are learning, he just needs it presented in a different way. That's why he needs a special education teacher. Not to give him a watered down, seperate reading curriculum, but to act as a sort of interpreter for the general curriculum.

This is a big shift in how the district has educated special needs children up until now. I have a friend, whose fairly high functioning autistic son is in a self-contained classroom learning about the sounds farm animals make (for the third year in a row). She's afraid to fight the school district about integration. A lot of the parents around here are afraid. I'm not afraid, but I also know that it's in my son's best interest to work with the teachers as far as I can take it, before I begin to attack this problem from the district level.

That's why I'm looking for websites and books I can give the teacher to help illistrate how integration should/could work. This would also theoretically be less of an issue is he wasn't already being pulled for seven half hour therapy sessions a week.

 

[Wishing on a star]

Hey twinsmom,

I have the very same complaint about the 'watered down' curriculum.

I just recently received a mid-term report form from the SPED teacher, and the first 'goal/objective' listed was to count forward and backward starting from any number 0 - 10.

This is for a child that is two years older than yours!!!!

By setting that kind of objective, the SPED teacher is really making her job a lot easier, huh.....

I have already tried to address this by requesting an IEP meeting that ended up being a complete sham.

I have now given up for this year.

I continue to try to help my son learn at home as best I can.

 

[vettechick99]

I get the feeling that she wants it to fail because she wasn't on board to do it in the first place.

You said it right there. The government didn't ask if we wanted to do inclusion. The administration didn't ask teachers if they wanted to do it. And often admins just throw two teachers together and say, "make it work". Of course there are bad feelings and most likely it'll fail. If you were trained to teach high school and 20 years in they give you a kindergarten class to teach with a middle school teacher, you might resist. Some will resist more than others and they are the ones you need to worry about.

They are not doing inclusion right and the kids are suffering. The SPED Director is the one who needs to be held accountable. They should have trained and met with these teachers prior to the school year. They should also arrange for continuing ed throughout the year. Another co-teacher and I are going to a two-day class in November and we're looking forward to it. Mostly because we get along and work well together. We are a good match, but it's a rarity. Of the 4 co-teachers I've worked with, I got along well with 3. The other was a regular ed teacher that hated SPED students and it showed. Grrrr...

Anyway, I'd definitely keep asking questions. If you have to hire a lawyer at some point, do. They should be moving away from self-contained and exclusion, not toward it.

 

[Pembo]

www.wrightslaw.com

This website has a lot of information regarding special education law and advocacy for your child.

I'm just beginning my graduate work in special ed. I wish you all the best.

 

[famofsix]

I ive in NY and although I have not used one you may be able to find an advocate who will come to the meetings with you (they are usually free). You are legally allowed to bring whomever you want to the meetings. I don't think you need to pay for a laywer if you request a due process meeting, but I could be wrong on that one.
I disagree with the objective for my son and now I homeschool him. He does not have an IEP but the school wanted to initiate one and would not listen to my POV. My next step was an advocate but the HS works well for us. Legally, I could have an evaluation done for my son and get an IEP and the school would legally have to provide services to accomodate the IEP even while I homeschool him. If it is the school you are having a problem with you also could get him into a different neighborhood school that meets his needs better or if they have the services in another district that your son needs you can get him into that district with a due process hearing that states the district you are currently in cannot make the provision you need. HTH
You can pick up a copy of the special education law at most BOCES locations that service special ed kids or request on from the state ed office.
HTH

 

[tw1nsmom]

Thanks again for all the advice everyone. I've actually been working with Parent to Parent, a local parent advocacy group. I took the advocacy training with them and I do pretty well helping other people. It's just more chalenging trying to stay calm when you're advocating for your own child.

Sending DS to another school isn't an option at this point. His twin sister goes to that school, as do all his neighborhood friends. Unless we were to move, or homeschool, he will continue to go to his neighborhood school.

He actually loves school at this point. The teachers all love him and are very kind. It's just that they're very behind when it comes to integration.

If I can't get the teachers on board, then I will call a CSE and subsequently a due process hearing. Because the school district doesn't support integration and there would need to be a change in their special education continuum of services, I would really need a lawyer. Getting one isn't really a problem financially if that's what needs to be done. But, once that line is crossed you can't go back.

I know this will all work out. I'm just having a frustrating week. As long as DS keeps coming home with a smile on his face I'll continue to diplomatically lobby for change. When that changes, all bets are off.

 

[challada]

Before you get to the lawyer point, there should be some district rules on mediation and mediation services. Technically, that pamphlet should have been handed to you from the start of the sped process.

The IEP is a working document, so at any time, any member of the IEP can ask for an IEP meeting to revise or addendum the document. Parents are automatically IEP members.

I commend you for wanting to work with the school and the district. In the long run, showing you are working with them rather than against them will be the MOST beneficial thing for your son.

From a specialist standpoint, I can totally understand the OT, PT, SLP, etc needing to take your son out at their scheduled time. Many districts (like the one I work for) hire only the minimum in specialists and therefore, they must service a large number of students in a variety of school sites. For example, our district has only one PT and she services twelve different schools of kids...she tries to work w/each building for what works for them but practicality-wise, she has to say "XYZ time is for your school and I have to see Johnny, Joey, Sarah and Billy in that time".

I wish you the best of luck in this process. Know that special education may be a long and winding road, but should be beneficial in the end for your son.