Home | How It Works | Stats Login | Register         Case: SPED student An inclusion kindergarten teacher has a student with downs syndrome. She was in a self contained specials needs class but was placed in an inclusion kindergarten class full time. This student is very good at following directions and procedures but the teacher feels that she is not keep up with what is expected even with differentiated instruction strategies. She is currently being pulled out for 1 segment a day in a self contained classroom. She continues to struggle in the classroom. What can be done to help this student. Solution: (Rates are posted for this solution!) I would look at the data if any has been collected on this student. Although she is doing well at following directions and procedures, she is struggling in the inclusion class. I taught a special needs self contained class my first year of teaching. I had three students, and they all had a different type of learning disability, but all three learning disabilities were severe. In my classroom, I could focus a lot more on what their goals were on their IEPs. My three students were allowed to go to a class that was in their grade-level to get the experience of being around many other children and to participate in content areas. My students would go for one segment each day, and that would be during the regular education science and social studies time that the teacher had scheduled. Maybe this student with Down Syndrome should be put back in the self-contained special needs class to get the more one-on-one time with a teacher and paraprofessional to work on her goals, but she should be allowed to go out into a regular ed classroom for one or two content areas to gain the exposure of working in groups and students her age. She would not be a behavior problem since she is very good at following directions and procedures. This would eventually allow her to build up being allowed to go into a regular ed classroom for more segments each day.