Barbara, from Barkley replied:
They were totally unfounded. Even when we have as many as five specialists at one time working with one student, the "flow" of the classroom runs smooth. If the children are curious, we just ask them how to help or that they may just watch and it quickly turns into just another classroom activity.

Claudia, from White replied:
I now know that all of the children (both regular and special education students) benefit socially and academically in inclusive classrooms.

Edna, from St. Ben's Infant/Toddler replied:
Special needs and programs available.

Joy, from Bright Futures replied:
I was concerned with a lack of communication.

Kenna, from Bright Futures replied:
I think because of the number of teachers in the classroom, this isn't as big of a problem as I thought it would be.

Lovie, from St. Ben's Infant/Toddler replied:
My experience related to these concerns was the change in the development.

Marcia, from Bright Futures replied:
I worked with an autistic child that was always interrupting the other children.

Pat, from Raintree Montessori School replied:
My training helped me a great deal as far as being at a site without special services. I also discovered several ways to ask them questions or get their ideas/suggestions. Communication is the key - find a way and it can work! As far as less attention given to typical peers: I realize that is a fact and a valid concern. At times, I simply must attend to the students with special needs and others are not receiving the attention I'd like to give them but I've also seen that it happens the other way, too. I find myself needing to help a peer and have to leave the child with special needs to work on his or her own. When I realized this, I saw how inclusive it really is! It's not the answer for everyone (there is no perfect solution for all.) but it's a wonderful thing to have a choice.

Previous Question     Next Question