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History
Nine years ago, Area III initiated pilot programs of inclusion. John Ware was chosen as one of the sites. Its teachers, administrators, parents and students agreed to participate in this experiment. Learning disabled students were placed in one homeroom at each grade level, where they moved with their regular classmates to regular classes. Because of this placement, the LST was able to work in these classes with the LD students and their teachers and, as the need arose, with any other students in the class who asked for help.
Roles of the LST
With the Teacher
I use four interaction models with teachers:
1. Consulting Teacher Model: I provide information to regular class teachers regarding the special needs students in their classes. I prepare special intervention programs and materials for use by these teachers. I also assist LD students within these classes, instead of working with them in a resource room.
2. Resource/Consulting Model: Occasionally, I deliver resource-room instruction to severe LD students but also consult with regular class teachers.
3. Problem-solving Team Model: I sit with the School Resource Group where we pool our expertise to devise strategies for teachers to implement in their classes.
4. Team-Teaching Model: I have teamed with regular class teachers to plan, present and evaluate lessons which accommodate diverse student ability levels and I provide some direct support for LD students in the class.
With Parents of LD Students
I serve as the primary school contact for these parents. I frequently speak with them, depending on need, regarding completion of homework, modification of assignments, classroom behavior and the planning, implementing and evaluation of special interventions listed in Individual Program Plans. If parents have concerns, regarding teachers, I may serve as a buffer/mediator between home and school.
With LD Students
I may work directly with these students in regular class and may deliver some instruction in a resource room. In collaboration with these students, I try to help them plan, monitor and evaluate their progress.
With Regular Students
While I am in classes, I help anyone who has a question or asks for help.
With School Administration
I frequently discuss progress and problems of LST program implementation with the school administration. Discussion also centers around new theories and practices in the area.
With CBE Specialists
I discuss progress and problems of individual students with this person. We review the planning, implementing and evaluation of special interventions listed in Individual Program Plans. We also discuss student placement options for the future.
With Outside Professionals
I have students who need the assistance of physiotherapists, occupational therapists, speech therapists, augmentative communication specialists, Technical Resource Centre Specialists, multi-handicapped coordinators, psychologists, psychiatrists, and so on. I am the primary contact at John Ware for these people.
Benefits of the Program
In 1992, Area III conducted a inquiry into effects of the program. These were the results were published in February 1993:
1. Students view themselves as successful learners.
2. Students enjoy school.
3. Parents express satisfaction with the learning strategy program.
4. Parents are satisfied with the level of their involvement in their child's program.
5. Teaching staff and administrators support the learning strategy model.
6. A greater percentage of students with exceptional needs will be educated in their community schools.
Issues, Key Questions and My Thoughts
The program inquiry raised some concerns:
1. Despite high levels of support for the Learning Strategy Program, teachers have expressed concerns: a) collaboration takes extra time b) special students are an extra work load c) special students take time away from 'regular' students d) what happens if resources are reduced?
I view having special students in regular classes as an excellent opportunity for everyone in the school. Yes, it takes extra time and it involves extra work for teachers, but this is the tuition one pays to extend one's strategies for dealing with students with diverse needs. Working and playing with special students also helps regular students realize that someone in a wheelchair or someone who has difficulty talking or walking is not to be feared. Most regular students have occasional problems with their learning. Having an extra teacher in the room offers these regular students support they might not otherwise get. I worry about this last situation. Even the fine regular class teachers we have at John Ware fear the prospect of having special needs students in their classes without support.
2. As schools become more inclusive educational environments, should the LSP mandate be extended to a broader range of students?
We are already including students who have needs other than LD.
3. Parents are not actively involved in the Individual Program Planning Process.
I involve all of my parents informally in IPP planning and I have started working with them on this formally.
Conclusion
I believe it would be easy in these difficult economic times to cast aside students with special needs. However, I also believe that our society is judged by how it looks after its disadvantaged.
by Ron Sveen
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Author: Aron, a grade 9 student during the '95/'96 school year.
Copyright © 1996, CBE. All rights reserved.
Send Comments / Suggestions to: SveenR@cadvision.com
John Ware Jr. High