fran’s blog

Well the end of the year is quickly approaching. A few weeks ago, I sent out an end-of-year follow-up survey to get input from the classroom teachers as to how as to how our inclusion program here at Crockett went this year and to get ideas on how we can make improvements for next year. The comments received back were varied. Some themes were common among several teachers. I want to thank the teachers who took the time to fill out and return your survey sheet. I think your input will help us better plan for next year. The following are the questions posed and the responses.

Question #1
Do you think that you, as the regular teacher. benefited from having an inclusion teacher in your room this year? Yes?/ No?, Why? / Why Not?

Answers:
I’m not sure. At this point I would probably say no. In science, we have been doing inclusion for the past fifteen years. I have become somewhat accustomed to being in the room by myself. I would certainly say that this year has been different.

Added instructional support.

It helped when it came time to modify tests and daily work. Also it gave an extra person to help answer students’ questions. I didn’t like it at first, but I got used to another person being in the room.

It gave students a better chance of being successful.

I really enjoyed having Mr. Holleman assisting in my room this year. That was a pleasure. I still am not sold on inclusion as a part of the regular classroom.

Having the extra eyes, ears, and help was a benefit to my classroom. Having the teacher in class benefited the inclusion students tremendously.

Not really. We rarely were on the same page- lessons or content.

Inclusion teachers are always an excellent support for helping with instruction in a classroom. The more hands on deck the better our chances to make improvements to students lives.

Once we got the teacher issue worked out, I enjoyed having LaTonya in here. Next year, if we use an assistant again, I recommend giving them more direct instructions as to what is expected of them.

Added instuctional support.

Question #2
Do you think that the students benefited from having an inclusion teacher in the room?

Answers:
I’m not sure how I feel about this one either. I’ll probably go with possibly. There were some kids that I think used the inclusion teacher as a crutch more than a help. Sometimes in the group work the kids weren’t given the chance to “figure things out on their own”. Sometimes messing up or going through steps in the wrong order can be a learning experience.

I think that it helped some students stay on task.

Students that needed one on one help were able to get it.

The students that paid attention and completed their work certainly benefited. Those that did not lift a finger to try- it did not help!

Students were allowed to have that teacher with them to keep them focused and on task.

It was more of a distraction for many students (they’re typically distractible at this age) than it was additional help for them.

Inclusion teachers are more readily available to give more one on one attention to the students that need it and at a level the children can understand.

She is able to pull small groups and work with them more closely than I can.

Self-paced instruction.

Question # 3
Please list three ideas that you think could make the inclusion classroom more effective next year.

Answers:
Partner the inclusion teacher with a classroom teacher so that the inclusion teacher is in on the planning of the class and with that teacher all day.

Plan the schedule better. I had kids entire schedules rearranged because of scheduling conflicts. One of the kids wound up with all three sixth grade science teachers this year. I think that was a mistake.

I did not have a problem with inclusion. It worked well for my students.

Continue what you are doing.

Inclusion was great! Better than I had planned on!

If we’re going to do inclusion, we need common planning time. Otherwise we’re just two classes sharing a room. it would be much more effective to have only one science and one social studies teacher have all the inclusion students, so that the inclusion teachers would not have to try to keep up with what different teachers are doing. Since we have lesson plans posted online, it would be helpful if inclusion teachers used them, so that they would be aware of what was scheduled to be done in class that day and what was covered on upcoming quizzes, tests, etc. This way, if an inclusion teacher isn’t able to be in class at the beginning to hear directions, he or she will be able to just come in and pick up where we are.

Certified teachers into tested subjects. More team teaching/ co-teaching among teachers. Keep Ms. Johnson.

In September a survey was sent out to the classroom teachers who had inclusion students and an inclusion teacher in their room this year. The survey was intended to get the classroom teachers’ thoughts on the inclusion program at Crockett. I hope to use the information gathered as a means to improve the inclusion program and to better meet the needs of students and teachers alike. I plan to do a follow up survey in the spring to see how we are doing. Here are the questions that were on the Inclusion Survey and the teachers responses.

Question #1:

What do you think about the inclusion program at Crockett this year?

Responses:

The jury is still out.

I’m glad we’ve started it. It needs adjustments but it’s a good thing for all our kids.

Better than I had at first feared or thought it might go.

I think that the inclusion program at Crockett this year could use more planning between teacher and inclusion person.

I feel like there should have been some stricter criteria for determining inclusion into the core classes. Several of my students are completely lost in the regular class. 6th grade is a huge adjustment for reg. ed. kiddos- much less for those who are already behind.

Not very fond of inclusion.

Question #2

Has your experience been mostly positive or negative?

Responses:

+

Mostly positive, though I have some reservations.

Mostly positive w/ a lot of help and cooperation. Positive attitude from inclusion teacher. Going well.

Some days are positive and others are negative.

Negative. I am trying to close one eye and continue on.

Question #3

What problems have you experienced?

Not sure what to expect.

A lot of what we do, some inclusion kids can’t do- especially written material. Behavior has been a problem with two out of four students. Also, non-inclusion students who are distractible, have trouble concentrating when other activities are going on in the classroom.

It might seem to open up more students, getting help before they try to get it on their own.

I think that the inclusion person should be more visible and alert during “teaching” time so they are familiar with the lesson.

The inclusion teacher needs to take a more active role in the classroom. When I am presenting a lesson, they need to be up and moving to keep students focused- not sitting or doing papaerwork.

Question #4

What if anything do you see as a benefit of inclusion?

Another person to assist kids.

Making it obvious to students that we are all in this together.

Better grades, more attention for students, all around help with all students esp. those identified for inclusion.

I think it is a benefit to students because there is more help during independent work. I feel the inclusion person should be more familiar with the content area they are in.

Another adult to answer questions during independent practice.

It possibly could help those students who are very close to functioning on grade level or close.

Question #5

Do you have any suggestions on ways to improve our program?

Perhaps an inclusion person per discipline working w/1 teacher per discipline.

Maybe more training/ more preparation.

Teachers and inclusion peronnel need more co-teaching time and training. I think inclusion should be a full inclusion with co-teaching not just coming in for sped. students only.

It needs to be a certified teacher that can share the responsibilities of the classroom- not just ask, “who’s failing?” and say they’ll, “work on it.”

? Hands are tied because of system and requirements.

Question #6

Additional comments:

Inclusion should not be if a student is failing or not turning in work to be “I’ll work on it or send it home to catch up.” Modified work should be everyday not just when “we” feel like it.

A true co-teaching experience should allow both teachers to teach and/ or grade.

Some of these students will never be on grade level no matter how hard we try because of their natural ability.

Hello and welcome to my first blog site. This is my first year at Crockett Middle School. I work as an inclusion teacher in 6th grade. The term ‘inclusion’ refers to serving special needs students in the regular classroom to the greatest extent possible. Even though the inclusion teacher is in the classroom to monitor the special needs students, his/ her job is really to assist the classroom teacher and any students that need help. The inclusion teacher can work with students on an individual basis or in small groups. The inclusion teacher can make accomodations for/ to assignments if need be for students based on the students IEPs. I would like to get feedback from teachers, especially if you have an inclusion teacher in your room. What do you think about the inclusion program at Crockett this year? Has your experience been mostly positive or negative? What problems have you experienced? What, if anything, do you see as a benefit of inclusion? Do you have suggestions on ways to improve our program? I’m really interested in your cooments. Thanks, Fran

Welcome to blogs.parisisd.net. This is your first post. Edit or delete it, then start blogging!