What really happens in the classroom is solely up to the teacher, be it a
special ed class or general ed class.  Curriculums are given, but the way
our teachers deliver this curriculum is the key.  Fed government cannot
mandate humaneness, its something the teacher needs to bring to the table on
their own.  There are teachers in our schools who don't have a scrap of
compassion, and there are teachers that are overflowing with it.  The
teacher sets the tone for their classroom, they are the conduits who foster
attitudes of acceptance in their students.  In the mind of students, their
teacher's behavior is what kids pick up on most acutely, content tags along
in varying degrees.  Every individual in these 50 states is guaranteed a
free, appropriate public education in the least restrictive environment.
It's up to the people who care about the students' welfare to ensure the
appropriateness of their placement.  As an educator, I want to make sure I
can help find the most appropriate placement for students who need that kind
of attention.
I, for one, am NOT for full inclusion.  There are some kids better off in
special ed classes, and there are some kids better off in general classes.
It's all on an individual basis, that's why I support a range of options
available determined by parents, gen.ed. teachers, special ed. teachers,
psychologists, and whoever else needs to be involved.
Part 2,
If schools are in such dismal states of disrepair that they cannot keep up
with the same standards EVERY other school keeps up with, the state will
intervene and take over the school district.  Who else will go into Camden
or Trenton NJ to teach their kids?  Who else will go into Chester PA school
district, ranked number 501 out of our 501 school districts?  Who better
than the state?


>From: "Cleveland, Kyle E." <[log in to unmask]>
>Subject: Re: Formal Education - Inclusion
>Date: Tue, 27 Mar 2001 15:32:51 -0500
>
>Let's get real here...when State and Federal matching funds are involved,
>individual classroom teachers have the least amount
>of say in curriculum, discipline or any other facet of public education.
>You make my argument for me by stating, "Federal gov't and state boards of
>education set standards".  If those "standards" aren't met, the schools
>lose
>funding that can't be rebuilt through the local tax base, right?  So if the
>local school system doesn't play by the government's rules, then they lose
>funding.  In other words, the bureaucrats own the ball and they can take it
>and go home whenever they don't like the way the game's played.
>
>As far as inclusion is concerned, maybe my wife, Laura, will speak to this.
>She's had a goodly amount of experience with "inclusion", being a special
>ed
>teacher since the 80's.  What say you, dear?
>-----Original Message-----
>From: Lee McElhenney [mailto:[log in to unmask]]
>Sent: Tuesday, March 27, 2001 3:14 PM
>To: [log in to unmask]
>Subject: Re: Formal Education - Inclusion
>
>
>Kyle,
>Quite the contrary.  Federal gov't and state boards of education set
>standards, its up to the local school districts, and ultimately the
>classroom teachers to carry out mandates, meet standards, and create a
>nurturing environment where education can take place.  Part of this
>education is to learn the 3 R's, and another part is to teach and model
>what
>it means to be a responsible, compassionate, understanding, and cooperative
>part of our society.  Federal law says that the states must provide free,
>appropriate public education in the least restrictive environment.
>Appropriate and least restrictive are the key terms here.  The state sets
>the boundaries, and the local school board works with-in them, leaving it
>up
>to special educators, general educators, parents, and other professionals
>to
>determine the appropriate and least restrictive placement of a student.  If
>a problem arises, its up to the school district to fix it, not the federal
>government or state board of education.
>
>
> >Yeah, Laura has to carry teacher's "malpractice" insurance, of all
>things.
> >Can you believe that crap?  Ah, well,  Western "democracies" are no
>better
> >than totalitarian governments--they only have one tool to fix all
>problems:
> >a hammer.  Public Education "worked" for the masses when decisions were
> >made
> >at the local level.  Now State Boards of Education and the Feds have to
> >micro-manage every thing that happens in the classroom.  Not every social
> >ill can be fixed by a social "program".
> >
> >-----Original Message-----
> >From: Barber, Kenneth L. [mailto:[log in to unmask]]
> >Sent: Tuesday, March 27, 2001 6:28 AM
> >To: [log in to unmask]
> >Subject: Re: Formal Education - Inclusion
> >
> >
> >the way things are today, i'd hate to be a teacher.
> >
> >-----Original Message-----
> >From: Bobby Greer [mailto:[log in to unmask]]
> >Sent: Monday, March 26, 2001 5:55 PM
> >To: [log in to unmask]
> >Subject: Re: Formal Education - Inclusion
> >
> >
> >Lee,
> >
> >     Iam 63 and went I 1st went to school there were no special ed.
> >classes.
> >My first grade teacher(Mrs. Burke, I stilll remember her name) hugged me
> >every day. Did it make me feel good? You bet it did. Did it affect me? I
>am
> >finishing a 33 year career as a teacher. We need more Mrs. Burke's, but
> >sadly, today she might be accused of sexual exploitation, or worse!
> >
> >Bobby
> >
> >
> >
> >In a message dated 3/26/01 10:04:11 PM, [log in to unmask] writes:
> >
> ><< Is there anything you (a person with c.p.) would have liked your
> >teachers
> >to know, to be more sensitive to, or is there anything you would like to
> >say
> >to schools in general that could have made your time in school more
> >beneficial?  What do you think about, or do you want to comment on the
> >growing movement toward inclusion of ALL students into the general ed.
> >classroom?  Or you could just make comments or statements regarding c.p.
> >and
> >school at any  >>
>
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