You will really have your hands full. I taught inclusion second grade as the 
general education teacher for 4 years. My students ranged from autistic, 
through varying learning disabilities to a blind child and one who was mostly 
paralyzed. My special ed teacher was only with me part of a day a couple times 
a week. We co-taught when I was doing whole group. She would jump in and 
clarify a concept or present it with a little different spin that would help 
those particular students. I always broke my class into groups for part of the 
time she was there. She worked with her students and I worked with mine. We got 
a pretty seamless blend so the students who had special needs didn't stand out. 
I firmly believe in the inclusion model. I saw some real progress in all of my 
students. The only problem was that they kept pulling my supporting teacher so 
the last year I only saw her 13 times from January to June and I never knew 
which day they would pull her so it
 was hard to plan. If you can avoid that problem and get your "regular" 
teachers to buy in on the process you may be happily surprised.

--- On Tue, 6/8/10, Janel Atwell <[email protected]> wrote:


From: Janel Atwell <[email protected]>
Subject: [MOSAIC] inclusion for Title I reading remediation
To: [email protected]
Date: Tuesday, June 8, 2010, 9:12 PM


My district, which is a quite small urban district, is implementing
inclusion for all special classes such as special ed and remedial reading
next year.  I am a Title I reading specialist who has never done "push in"
but always "pull out".  Knowing our administration, there won't be a lot of
direction as far as scheduling and implementation.  I serve K-5. Any
suggestions for what will really work?  We will not have planning time with
the teachers; that is a main concern along with scheduling since most have
their literacy block in the morning.  I'm afraid that it will be a three
ring circus with special ed and Title I going on at the same time as the
regular classroom instruction.
-- 
Janel Atwell
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