Students with severe disabilities should always be ALLOWED to be in the the general education classrooms. If their behavior interferes, that shows that them being there is not benefiting anyone. If a student with severe diabilities behavior is interfering with others, life skills need to be taught in an alternate classroom. The goal would be to return to that classroom if possible. If the student is working on an IEP diploma, the student should receive services in the place that makes his life skills goals the most beneficial. Some schools currently offer various classrooms for students with disabilities while others only have the general education classroom available.
Students with disabilities, just like all other students, should be allowed to participate in the general education setting until that student cannot or does not perform as he or she is being asked to perform. We need to teach social skills along with the curriculum, however, just as we would with general education students, if a student is being disruptive, he needs to be removed from the general education classroom, not just for his beneift, but for all those in the classroom. If a student is being disruptive, then he/she is not learning and by leaving him in the classroom means that other in the room are also not learning.
Participation in the general education classroom, no matter how limited, should be provided for students with severe disabilities. In elementary school, participation may take place in special classes, such as music, art, and library. Interaction with nondisabled peers benefits not only disabled students but their peers in regular education classes. Character traits such as empathy, caring, kindness, and patience can be developed and strengthened in students without disabilities when they are given opportunities to interact with students with severe disabilites. More appropriate social skills can be taught and practiced when students with severe disabilities are in general education classes. Most importantly, we as educators should have respect for the learning of all students and not allow students to stay in the classroom if they are disrupting the learning of others.
I believe that children, no matter how severe their disability, have the right to the best possible public education and training society can offer. Despite the challenges the severe disability student exhibits, they are all unique. They exhibit warmth, a sense of humor, determination and most often are very social. Many teachers find them like a breath of fresh air. Although it requires time and exploring ideas, functional skills should be incorporated in the curriculum and instructional activities. Students with severe disabilities should participate in activities that are age appropriate for same-age peers without disabilities. Least Restrictive Environment also benefits the classmates of students without disabilities. They learn skills that enable them not only to “communicate” more effectively with their peers with disabilities, but they also become more supportive of them in daily interactions. The IEP team should consider the extent to which the student can effectively by integrate into general academic classroom. Having the severe disability student in a class for a period of time for instruction allows for social interaction, a sense of belonging to a group, educational experiences, stimulates linguistic development, and to builds self-esteem .Other benefits of LRE allows a flexible arrangement with general education and special education teachers to work together to meet the academic needs of the students. In addition, classmates of students with disabilities are able to recieve extra help even though they did not qualify for SPED. I believe that Northside offers a continuum of services to our severe disability students by o offering Choir, Art, Drama, PE and Family Life, in addition to academic classes
Although the "harmful" effects of having a student with severe disabilities in the classroom may include disruptiveness which impairs the education of other students,the pros may outweigh the cons. That being said, I think that attempts must be made to try to determine the reason for the disruption by these students. As difficult as this may be, educators may find that the behavior is one of the student's means of communicating. For example, the student may have a physical need, he may be over-stimulated, he could be under-stimulated. If a cause is discovered, strategies can then be implemented which target the specific goal(s)of the student's placement. If the goal is "socialization", that goal is NOT being met while the disruption is occuring. Some schools make continuum of services a priority; others meet the basic needs and federal standards of IDEA.
I believe that students with severe disabilites should be allowed to participate in general education classes until he/she chooses to be so disruptive or aggressive that his/her behavior is interrupting the learning of others. At that point, it is not beneficial to anyone, to leave a student who is that disruptive in the general ed. classroom. As I've talked to other special ed. teachers from around the county, it seems to me like many schools offer different programs/classes for students with various disabilities while other schools just have special ed. teachers who are co-teaching with regular ed. teachers in the general ed. classes.
Students with severe disabilities should be allowed to participate with general education peers. They learn social skills, and see the appropriate behavior modeled by those peers. However, if their behavior becomes disruptive, they should be removed, as any student is removed for disruptive behavior. If the behavior is not intentionally disruptive, as in the case of a student who makes noises or taps the desk etc., then that student should participate in a behavior plan that teaches appropriate behavior in a gen. ed. classroom, but also the other students can be taught to tolerate minor distrubances.
In my experience on the elementary level, every attempt is made to provide a true continuum of services, and all of our students with disabilities are included in a manner appropriate to their skill and developmental level.
IDEA requires that all students with special needs have access to the general education curriculum. Using aligned SOLS along with a student’s functioning levels, (to include behavior factors), the IEP team determines the extent of his/her participation in general education. How often do his/her behaviors occur? How severe are the behaviors? Would he benefit more from a functional life skills curriculum that also addresses behavior? I agree with Robyn in that interaction between students with severe disabilities and those in general education builds character. However, when a student with severe disabilities is exhibiting behaviors that interrupt others’ ability to learn, then he/she is more than likely not benefiting from the general ed. classroom either. The general ed. classroom isn’t meeting his needs. This is when you hopefully have a continuum of services that will meet his needs. I also agree with Wanda in that some schools within our county offer a wider range of services than others. .
Students with any level of disability should be allowed in general education classrooms to the greatest extent possible. But when the behavior of any child disrupts the learning of others, he/she should be removed until the behavior is under control. The benefits of inclusion are not restricted to the child with a disability, but extend to all students in the classroom, allowing social skills to be practiced by all.
All students should have the opportunity to participate in the general curriculum, regardless of grade level or their disability. If any student is disruptive or engages in behaviors that affects the safety of others, that student should be removed from that classroom setting. I believe that the continuum of services varies from high school to high school in Roanoke County. Most students working toward an IEP diploma are just participating in elective classes.
Students with severe disabilities should be allowed in general education classrooms to the greatest extent possible. All children benefit from inclusive classrooms and it offers positive role models as well as opportunities to practice social skills. A behavior plan should be in place for students who have behavioral issues especially when those behaviors disrupt the learning of other students. Will that mean removal of the student when disruptive behaviors occur? That is a team decision and each student is so different. I once knew a student that when the student became disruptive all that was needed was a familar toy to hold and the behavior stopped.
If it is in the best interest of the student, they should be given the chance to attend gen. ed. classes. If their behavior is disruptive, they need to be removed from class until they can participate with appropriate behavior. If a gen. ed. student is disruptive, they too should be removed from the class. It is only fair that a classroom full of students be given the opportuntiy to learn with minimal distractions. Sometimes you have to get creative to make it work. For example, we have a student that participates in Va Studies when the class is doing hands-on projects, skits, songs, etc. If the class is doing quiet work like worksheets or silent reading, she is given the chance to work on modified material at her desk. If she is disruptive, she exits the classroom and does jobs around the school to meet her civics goals like watering plants, sharpening pencils, or checking the computers in the lab to see that they are all turned off. It is a win-win situation. I think Roanoke Co. has a good continuum of services but obviously they cannot all be under the same roof. I liked the good ole days when we had regional programs. I would rather see students with moderate-severe disabilities travel a short distance to a nearby school if necessary to be in a program custom made for their needs. I think that would be more beneficial than always having to attend your home school.
To the extent that the student will benefit from what is being taught, then yes, that student should be allowed in the gen ed classroom. And as Susan points out, if the behavior is disruptive, then the student, gen ed or SPED regardless, should be removed from the class. The whole idea is that the student benefit from the instruction and interaction with gen ed students. Also, the student would benefit from the opportunity to learn positive behaviors and that outbursts are not acceptable. This will only serve to help later in life when the student moves into the world at large. Not only are academics being taught in the classroom, but so are social skills.
LEAST RESTRICTIVE ENVIRONMENT- MELANIE Should students with severe disabilities be allowed in general education classrooms when their behavior interrupts the learning of others?
Students with severe disabilities should be allowed in the general education classroom for selected activities. Any student that interrupts the learning of others should have an alternative option for instruction. Regardless of the disability, students should have services available to them. This also refers to teachers and our responsibility to differentiate. Our challenge is to make rules and classroom expectations clear and concise, and to provide structure. We are challenged to make assignments that engage students and promote their desire to learn, those that encourage positive behavior. Is it the disability or truly a behavioral problem? Should we look further into doing a FBA, completing a BIP? Don’t give up on them! Everybody is “pressed for time”, but student that interrupt the learning of others are most likely thriving for something that we aren’t providing. Regardless of their home environment, students can be conditioned to act and react in a certain manner, depending upon the situation.
Welcome everyone! I hope this semester will be a learning experience for all. I am excited to move forward with our coursework. Please feel free to contact me if you need anything as we get started.
Students with severe disabilities should always be ALLOWED to be in the the general education classrooms. If their behavior interferes, that shows that them being there is not benefiting anyone. If a student with severe diabilities behavior is interfering with others, life skills need to be taught in an alternate classroom. The goal would be to return to that classroom if possible. If the student is working on an IEP diploma, the student should receive services in the place that makes his life skills goals the most beneficial. Some schools currently offer various classrooms for students with disabilities while others only have the general education classroom available.
ReplyDeleteStudents with disabilities, just like all other students, should be allowed to participate in the general education setting until that student cannot or does not perform as he or she is being asked to perform. We need to teach social skills along with the curriculum, however, just as we would with general education students, if a student is being disruptive, he needs to be removed from the general education classroom, not just for his beneift, but for all those in the classroom. If a student is being disruptive, then he/she is not learning and by leaving him in the classroom means that other in the room are also not learning.
ReplyDeleteParticipation in the general education classroom, no matter how limited, should be provided for students with severe disabilities. In elementary school, participation may take place in special classes, such as music, art, and library. Interaction with nondisabled peers benefits not only disabled students but their peers in regular education classes. Character traits such as empathy, caring, kindness, and patience can be developed and strengthened in students without disabilities when they are given opportunities to interact with students with severe disabilites. More appropriate social skills can be taught and practiced when students with severe disabilities are in general education classes. Most importantly, we as educators should have respect for the learning of all students and not allow students to stay in the classroom if they are disrupting the learning of others.
ReplyDeleteI believe that children, no matter how severe their disability, have the right to the best possible public education and training society can offer. Despite the challenges the severe disability student exhibits, they are all unique. They exhibit warmth, a sense of humor, determination and most often are very social. Many teachers find them like a breath of fresh air. Although it requires time and exploring ideas, functional skills should be incorporated in the curriculum and instructional activities. Students with severe disabilities should participate in activities that are age appropriate for same-age peers without disabilities. Least Restrictive Environment also benefits the classmates of students without disabilities. They learn skills that enable them not only to “communicate” more effectively with their peers with disabilities, but they also become more supportive of them in daily interactions. The IEP team should consider the extent to which the student can effectively by integrate into general academic classroom. Having the severe disability student in a class for a period of time for instruction allows for social interaction, a sense of belonging to a group, educational experiences, stimulates linguistic development, and to builds self-esteem .Other benefits of LRE allows a flexible arrangement with general education and special education teachers to work together to meet the academic needs of the students. In addition, classmates of students with disabilities are able to recieve extra help even though they did not qualify for SPED.
ReplyDeleteI believe that Northside offers a continuum of services to our severe disability students by o
offering Choir, Art, Drama, PE and Family Life, in addition to academic classes
Although the "harmful" effects of having a student with severe disabilities in the classroom may include disruptiveness which impairs the education of other students,the pros may outweigh the cons. That being said, I think that attempts must be made to try to determine the reason for the disruption by these students. As difficult as this may be, educators may find that the behavior is one of the student's means of communicating. For example, the student may have a physical need, he may be over-stimulated, he could be under-stimulated. If a cause is discovered, strategies can then be implemented which target the specific goal(s)of the student's placement. If the goal is "socialization", that goal is NOT being met while the disruption is occuring.
ReplyDeleteSome schools make continuum of services a priority; others meet the basic needs and federal standards of IDEA.
I believe that students with severe disabilites should be allowed to participate in general education classes until he/she chooses to be so disruptive or aggressive that his/her behavior is interrupting the learning of others. At that point, it is not beneficial to anyone, to leave a student who is that disruptive in the general ed. classroom. As I've talked to other special ed. teachers from around the county, it seems to me like many schools offer different programs/classes for students with various disabilities while other schools just have special ed. teachers who are co-teaching with regular ed. teachers in the general ed. classes.
ReplyDeleteStudents with severe disabilities should be allowed to participate with general education peers. They learn social skills, and see the appropriate behavior modeled by those peers. However, if their behavior becomes disruptive, they should be removed, as any student is removed for disruptive behavior. If the behavior is not intentionally disruptive, as in the case of a student who makes noises or taps the desk etc., then that student should participate in a behavior plan that teaches appropriate behavior in a gen. ed. classroom, but also the other students can be taught to tolerate minor distrubances.
ReplyDeleteIn my experience on the elementary level, every attempt is made to provide a true continuum of services, and all of our students with disabilities are included in a manner appropriate to their skill and developmental level.
LRE - Lisa York
ReplyDeleteIDEA requires that all students with special needs have access to the general education curriculum. Using aligned SOLS along with a student’s functioning levels, (to include behavior factors), the IEP team determines the extent of his/her participation in general education. How often do his/her behaviors occur? How severe are the behaviors? Would he benefit more from a functional life skills curriculum that also addresses behavior? I agree with Robyn in that interaction between students with severe disabilities and those in general education builds character. However, when a student with severe disabilities is exhibiting behaviors that interrupt others’ ability to learn, then he/she is more than likely not benefiting from the general ed. classroom either. The general ed. classroom isn’t meeting his needs. This is when you hopefully have a continuum of services that will meet his needs. I also agree with Wanda in that some schools within our county offer a wider range of services than others. .
Students with any level of disability should be allowed in general education classrooms to the greatest extent possible. But when the behavior of any child disrupts the learning of others, he/she should be removed until the behavior is under control. The benefits of inclusion are not restricted to the child with a disability, but extend to all students in the classroom, allowing social skills to be practiced by all.
ReplyDeleteAll students should have the opportunity to participate in the general curriculum, regardless of grade level or their disability. If any student is disruptive or engages in behaviors that affects the safety of others, that student should be removed from that classroom setting.
ReplyDeleteI believe that the continuum of services varies from high school to high school in Roanoke County. Most students working toward an IEP diploma are just participating in elective classes.
testing 1,2,3
ReplyDeleteStudents with severe disabilities should be allowed in general education classrooms to the greatest extent possible. All children benefit from inclusive classrooms and it offers positive role models as well as opportunities to practice social skills. A behavior plan should be in place for students who have behavioral issues especially when those behaviors disrupt the learning of other students. Will that mean removal of the student when disruptive behaviors occur? That is a team decision and each student is so different. I once knew a student that when the student became disruptive all that was needed was a familar toy to hold and the behavior stopped.
ReplyDeleteIf it is in the best interest of the student, they should be given the chance to attend gen. ed. classes. If their behavior is disruptive, they need to be removed from class until they can participate with appropriate behavior. If a gen. ed. student is disruptive, they too should be removed from the class. It is only fair that a classroom full of students be given the opportuntiy to learn with minimal distractions. Sometimes you have to get creative to make it work. For example, we have a student that participates in Va Studies when the class is doing hands-on projects, skits, songs, etc. If the class is doing quiet work like worksheets or silent reading, she is given the chance to work on modified material at her desk. If she is disruptive, she exits the classroom and does jobs around the school to meet her civics goals like watering plants, sharpening pencils, or checking the computers in the lab to see that they are all turned off. It is a win-win situation.
ReplyDeleteI think Roanoke Co. has a good continuum of services but obviously they cannot all be under the same roof. I liked the good ole days when we had regional programs. I would rather see students with moderate-severe disabilities travel a short distance to a nearby school if necessary to be in a program custom made for their needs. I think that would be more beneficial than always having to attend your home school.
Least Restrictive Environment- SHANE
ReplyDeleteTo the extent that the student will benefit from what is being taught, then yes, that student should be allowed in the gen ed classroom. And as Susan points out, if the behavior is disruptive, then the student, gen ed or SPED regardless, should be removed from the class. The whole idea is that the student benefit from the instruction and interaction with gen ed students. Also, the student would benefit from the opportunity to learn positive behaviors and that outbursts are not acceptable. This will only serve to help later in life when the student moves into the world at large. Not only are academics being taught in the classroom, but so are social skills.
LEAST RESTRICTIVE ENVIRONMENT- MELANIE
ReplyDeleteShould students with severe disabilities be allowed in general education classrooms when their behavior interrupts the learning of others?
Students with severe disabilities should be allowed in the general education classroom for selected activities. Any student that interrupts the learning of others should have an alternative option for instruction. Regardless of the disability, students should have services available to them. This also refers to teachers and our responsibility to differentiate. Our challenge is to make rules and classroom expectations clear and concise, and to provide structure. We are challenged to make assignments that engage students and promote their desire to learn, those that encourage positive behavior. Is it the disability or truly a behavioral problem? Should we look further into doing a FBA, completing a BIP? Don’t give up on them! Everybody is “pressed for time”, but student that interrupt the learning of others are most likely thriving for something that we aren’t providing. Regardless of their home environment, students can be conditioned to act and react in a certain manner, depending upon the situation.