Has special-ed inclusion backfired? On Hechinger Ed, Sarah Butrymowicz questions whether students with special needs are best served by spending all or most of their day “with a teacher who likely knows little about how best to teach them.”
Federal mandates that students must be educated in “the least restrictive environment” possible.
Some classrooms are led by a general-education teacher helped out by a special-education teacher, in a team-teaching model. In other cases, however, students with special needs receive instruction from specialists only a few hours a day or week in pull-out sessions. That is, many special-education students spend the bulk of their days being taught primarily by general-education teachers.
Yet a typical general-education teacher-in-training only takes one or two courses about special education.
Some teacher-prep programs don’t require a single course focused on teaching students with disabilities; half of secondary programs don’t require field experience with special education students.
Is more training the answer? Or should we rethink inclusion? Teachers have only so much time, energy and ability to “differentiate instruction.” I suspect they could teach more effectively — and be less exhausted — if students were grouped by performance level.