We are at a good balance right now. We decided at the beginning of the year that Cotton was going to stay in the inclusive class for most of the day, just like last year. Cotton can sit in a regular ed class, and follow along-ish with a little help but I don't get it. What is the fight for inclusion? No doubt Cotton has learned a lot from his peers. He would not be anywhere near where he is now without them, but, he learns these things during music, PE, and recess. The classroom, is just not even close to what he needs. The first graders are flying through academics, like little brainiacs inhaling every new lesson like nothing. Cotton is quite literally being left in the dust, and I am a kicking myself for not holding him back this year. My husband wants you to know that he was totally fighting to hold him back, and it has thus been written on "the record." My thoughts are that we will move next year, we might as well let him go ahead with the friends he has, and hold him back when he is starting over anyway.
The thing I don't get about inclusion, is that people think that there is nothing to be learned from the kids in the inclusion room. I cannot tell you how many times I have heard the old adage if you "stick" him only with kids that have special needs all he will learn is their bad behavior.I can truly say that I am beyond grateful for each and every precious soul in Cotton's class. Those kids are a pack, and no matter what the obstacle, they love each other. Cotton especially loves his friends so much that his body bubbles with it. He says their names like they are the most important people on the earth, and then his feet literally lift from the ground with happiness. These kids have rubbed off on each other in meaningful and important ways. Cotton's partner this year is another little boy with autism. He has energy that the sun could not harness, and he flies from one thing to the next at lightning speed. Cotton moves at a snails pace, when these two are together, there is a balance that I cannot explain. They have a new member in their class, and Cotton just thinks this kid is the "stuff." He is ten, but his maturity is that of a six year old. How awesome is it for this kid to have the others look up to him. You can see how proud he is as he shows off for his loyal followers. He always takes time to say hi to Cotton, and wait... for Cotton to recognize him and respond. There is acceptance among our kids. They do not have judgment, and NO ONE in that class is weird.
I know inclusion is good for many things. But I would rather Cotton be king of the school in a special education room. Than one of "those" kids in the regular ed. class.
4 comments:
I know exactly what you mean and I have such conflicted feelings about inclusion too... Cotton seems to be doing great.Iit's so nice to see you back posting!
Thanks for writing about this - I was just worrying the other day about Emerson being in the Early Intervention preschool and only among other delayed kids. He only has one other kid in his therapy group right now and I have to say he is starting to learn some bad habits from this boy. It's nice to hear there is an upside too!
I hear you, I really do....but as a special ed teacher (specialization in ABA/autism), I can't tell you how many "kings" I've watched pick up maladaptive behaviors from their "lower" level classmates, nor how many opportunities I've watched these "kings" miss out on in higher, inclusion, and typical classes.
To some degree, it's a lose-lose situation. I'd strongly support that if he can handle it socially, emotionally, and behaviourally, stick it out. Look into a tutor for academics, or a possible pull out into a resource room for some academic subjects. But he is learning immeasurable amounts about what it means to be a normal, regular boy.
Good luck.....
I hear you Sarah, and thank you for your comment. We have taken this into careful consideration. I guess I should have said we want him to be as successful in the regular ed classroom, as he can be. Pushing the line of his abilities with out overstepping them prematurely. As you probably know this also can lead to maladaptive behavior. He definitely needs the structured class for his hard core academics. But, he IS in the reg. ed class with a tudor for 1 hour of academics a day, PE, recess, and music. Not to mention his social group, Sunday school (with an aide) etc.
I think the word king was chosen poorly, I want him to be successful, pushing him to his fullest limits, and this year that means more time in the structured class. Not coasting on our laurels and taking the road that is easiest. It also does not mean locking him in, and not including him in the "real world." It is always a balancing act.
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