Inclusion That Works

I like Dylan, Mr. McGuire.  I like him and he likes me.  He's my friend, Mr. McGuire.

Laurelville has inclusion of handicapped students.  In other words, students with disabilities on an IEP (Individualized Educational Program) are mainstreamed into the regular classroom to the greatest extent possible.  I am a strong advocate of inclusion, both for the benefits of student on IEP's, and those in the regular classroom.

This year, there are two students included, with significant special needs.  They join us in homeroom, special classes like art, music, and P.E., and for part of Reading Workshop.  At the end of the first nine weeks, these students have made tremendous progress.  Part of this is due to a teacher's aide, C. Conrad that is motivated to help them to the greatest extent possible.

The real success story here though, is my homeroom.  I have never seen a group of students act so kindly towards classmates in need.  And all of the credit is theirs.  I have never had to tell them to be nice, or to be helpful.  They have just consistently made decisions that demonstrate caring and helpfulness.  I can't even describe how proud I am to be part of their success.

Standing out as a leader is Dylan.  He has a buddy at his side nonstop.  In class, when we come to the circle, at lunch, in the hallway, it doesn't matter.  And, he offers his friendship, keeps him out of trouble, gets him where he needs to go, tries to keep him quiet when he should be, and does it all in the kindest manner possible.  And his only reward, at least 3 or 4 times a day we hear:

I like Dylan Mr. McGuire, and he likes me.  I'm his friend, and he my friend, Mr. McGuire.  He's my buddy, Mr. McGuire.  I like Dylan, and he likes me.

I like Dylan, too!

Achievement Test, Some Took it, Some Didn't

Great job to the students that took the Ohio Sixth Grade Reading Achievement Test. Sorry to those that didn't get to take it, but your version of the test hasn't arrived yet. In an unbelievable move last week, the Ohio Department of Education told our district that students with an Individualized Education Program (IEP) had to take a certain "version" of the test. And, because we hadn't received these yet, these students could not take the test with their peers. Even though most of these students spent every minute of every class in the regular classroom, they are excluded from testing until "their" version arrives.

Now, supposedly this test is no different that the other versions ( of which there are several), but for some reason, which was not explained to the district, all IEP students must take this specific test. These will then, without a doubt, be graded as a group.

For more information regarding this law read the Elementary and Secondary Education Act, also know as No Child Left Behind. Basically this law requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, and students with disabilities. The whole purpose of this act was to guarantee that all students achieve and are treated equally. It makes a teacher wonder why our Ohio Department of Education claims to be supportive, but then forces IEP students to all take a specific version of the OAT. Oh, and by the way, students will take the test whenever they arrive.

You can read more about this in the Columbus Dispatch's article State Goofs, Prints too Few Tests.