Re: mainstreaming/Daisy

[Guest guest]

Hi Daisy,

If you do not have staff and proper supports you cannot do your job to the

best of your ability. I certainly understand your frustration but I also feel

badly for your students. As a parent I really do not tolerate money as an issue

but as a taxpayer I understand. It is up to the school administration to budget

accordingly. Under IDEA the students are entitled to have appropriate staffing

and supports as specified in the IEP. Many times a teacher is hesitant to ask

that a student have a 1-1 para for fear of job security but will tell a parent

outside of a meeting. Parents can be a driving force in gaining services and

most times have more power in that area than the teacher. I have had that

situation happen and was successful in getting appropriate staffing and supports

for the classroom teacher and student. It may help in your quest. In my district

every teacher is maxed. I do remember when my son was in kindergarten dropping

off snack and the teacher asking if I would stay to

help out. I was more than happy to be of assistance and pleased that she had

confidence in me. I was able to get another TA for her classroom.

Charlyne

Mom to Zeb 13 DS/OCD/ASD?

daisy2itlay wrote:

I think I was misunderstood, but perhaps not. In my classroom (a

separate Kindergarten) the standard course of study is the curriculum.

I move children out to the regular setting when they can work

independently. There are no TA's in the the reg. K program and my

assistant and I cannot be in seven places at one time. I guess, I put

way to much weight on the curriculum and wanting to move children out

when they have the necessary skills to be successful. In middle school

there are no self-contained classes for children accessing the standard

course of study. Does that make sense? I want all children to be

successful but I'm hearing that most the members want their students

out in the mainstream for social skills early on. Uf that is the case-

our school district needs more teachers and assistants to facilitate

reg. program participation but we have noooooooo money.

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[Guest guest]

Hi Daisy,

I certainly misunderstood that your students are already in a self contained

class and going into the reg kindergarten during a part of the day. I would

think your students should be doing the academics in your class and going into

the reg classroom for art, snack etc. I would want my child to be fully

supported and successful going into an inclusive environment rather than just

going into another class. It would have no purpose without those supports and no

benefit.

Charlyne

Mom to Zeb 13 DS/OCD/ASD?

daisy2itlay wrote:

I think I was misunderstood and/or I put way to much into the standard

course of study and IEP goals and objectives. I want the students in

my program (cck self contained) to be in the mainstream as much as

possible but I don't want to sacrifice academics but I get the feeling

that in the early grades being in the reg. ed. class is more important

for social development and acceptance as per the group members. I

guess, I'm hung up on getting my students where they need to be so I

can get them in the mainstream for big chunks of time where they can be

successful and independent. It is difficult for me to send children

into a reg. K when I know they cannot funtion independently and need

extra support when there are no teacher assistants in the kindergarten

classrooms. I have one TA and 12 students. We can't possibly be in

seven different places at once. We are able to join them extension

with the reg. K because they all go at one time. I understand IDEA and

where we are headed but wonder if this is in the best interest of all

students especially in a district that does not offer self contained

settings for children working on the standard course of study at middle

and high school. I want to get them ready for the big jump by

alllowing them to grow and mature in my setting for as long as

necessary. Please advise.

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