Thread: teachers attitude toward the inclusion program

Dear Marie Demetrius,

When you do such surveys it is important to get different aspects, and sources. As a parent to a boy diagnosed with autism, we see a huge difference between what teachers say and do. Inclusion and integration happens in all schools, however the support and attitude from individual teachers vary immencely. There is a huge difference between what kind of kids are included. In ex. the ABA methodology even kids that deviate a lot are integrated to some extent, whereas in other school settings it is only the kids that are close to the norm that have the benefit of a normal environment.

We have had to take legal action in order to get the inclusion program to continue; this in spite that it has been very succesful. Unfortunately many teachers are humbled by the challenges and are not given neither the support or the tools to handle inclusion well.

There are many complications relating to integration, and am sad to say that you also need to survey parents to understand the extend of the problems with integration. Teachers will only give you the tip of the iceberg.

Unfortunately many teachers are humbled by the challenges and are not given neither the support or the tools to handle inclusion well.

I am glad you recognize this. We are fortunate in that we have a dedicated half-time SPED teacher who works full time. (To have a SPED teacher in a faith based school is unusual) She is helpful, but so many of her suggestions require a lot of time taken away from the majority of the class. It is very difficult to balance the needs of the inclusion students with that of the rest of the class. I do my best, and always have the requirements stated in the IEP in my plans, but there are many times when I can't help but feel their needs would be better served with more one on one help in a self contained classroom.

Originally Posted by wag

Unfortunately many teachers are humbled by the challenges and are not given neither the support or the tools to handle inclusion well.

I am glad you recognize this. We are fortunate in that we have a dedicated half-time SPED teacher who works full time. (To have a SPED teacher in a faith based school is unusual) She is helpful, but so many of her suggestions require a lot of time taken away from the majority of the class. It is very difficult to balance the needs of the inclusion students with that of the rest of the class. I do my best, and always have the requirements stated in the IEP in my plans, but there are many times when I can't help but feel their needs would be better served with more one on one help in a self contained classroom.

This statement is one that many teachers make, and I beleive that they feel this way because it is generally humbling to deal with a SPED kid, and it thus become a logical outcome to feel that specialised staff would be better able to take care of the kids. Most regular education teachers don't realise how much good they do for the included kids, but tend to be humbled by what they don't know. The social interaction that all societies build on is a central competence that the kids (Reg & SPED) need learn in order to be able to get by. This aspect is tought naturally by emulating and copying the behaviour of others. This cannot happen if you are not exposed to normal behaviour. When you put kids with devient behaviour with other kids with devient behaviour, you do not get anything that resembles normal patterns.

In my experience an insular environment protects the individual in that environment, but renders that individual less likely to be able to function outside of that setting. The effect on my son of being in the insular environment was an inability to function outside and as a result very low self esteem. Seing how he has benefitted from the inclusive setting, I beleive that the special classes were bordering on child abuse.