Letter to teachers

Dear Teachers who teach in K-5 classes,

First, I would like to thank you for choosing education as your career. People take you for granted and do not realize everything that you do and how much preparation goes into each school day. It is not just a nine month long job, and there is much more that you do outside of just being at school when students are there than anyone can imagine. Thank you for doing what you do and for being there for our youth.

            I am writing you today to discuss an issue in education that has some positives and some negatives, and that you may or may not agree with: inclusion in the classroom of students with emotional and behavioral disorders (EBD). In special education, laws have been passed that require students who qualify to get specialized instruction, but to also stay in the general education class as much as possible. Research shows that students do better when they are in general education classes as often as possible.

Being in a general education class builds confidence in students with EBD, helps them relate to others, helps students develop social skills they would not develop as quickly if they were in a small group setting that was not as diverse, can keep them from feeling labeled with having a disorder, and helps them practice problem-solving and life skills they learn outside or inside the general education classroom (Idol, 2006).

I understand that currently in our education system, class sizes are typically getting larger, around thirty students per class, and most teachers feel that there is not enough time in the day to do everything they intend to teach. If we throw in a student with EBD, there is another possible distraction in the class that could hinder students from learning the intended material.

Special education is designed to the best interest of the student with special needs. Many people, including you, will be a part of writing the Individualized Education Plan (IEP) that will help this student’s progress in areas where help is needed. We want to help students excel in all areas of development; and we want to provide them with a least restrictive environment (LRE). Depending on the severity of the student’s behavior, helping them learn about themselves and others, general education provides the most diverse environment to develop these skills.

There are people that will help you, be of support as you work through frustrating situations, help you with taking a child out of the classroom that may be harmful to him or herself or others during an outburst, and help you learn strategies that will benefit you and the student. Use these people to make your classroom environment the best it can be.

There are other strategies that will help you with children with EBD. Setting short-term and long-term goals with students to correct certain behaviors will help a student see their own progress in the class. Another strategy is keeping in contact with parents or guardians of the student. Knowing progress being made at home and what is working there will help you determine possible changes that need to be made at school (Hewitt). Being collaborative with families and school staff will help get different perspectives to meet the needs of the student. It also helps keep all who are involved with the student at the same level of understanding the student.

Another intervention could be to let the student use a word processor to do his or her work. This could minimize frustrations with spelling, handwriting, etcetera, which could also minimize emotional outbursts because of being upset at something not working for them. Getting the student with EBD to tutor other students that do not have special needs will build confidence and improve behavior (Turnball, Turnball & Wehmeyer, 2007).

Keeping communication open to the student, their parents, teachers, and administrators will increase the likelihood of that student staying in school and learning the skills needed to be successful in the future. As we work to change the inappropriate behavior into appropriate behavior of the student, we are helping them learn how to be appropriate in social settings. Although it may be difficult in the class, we need to be mindful at what is best for that student. Thank you for reading this letter. I hope it helped you think about your perspectives on inclusion in schools.

Sincerely,

Stephanie Keibel

Hewitt, M. B. (n.d.). Meeting the challenge of inclusion for students with emotional disabilities. CHOICES, 2, 32-29.

Idol, L. (2006). Toward inclusion of special education students in general education. Remedial and Special Education, 27(2), 77-94.

Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2007). Exceptional lives special educaiton in today’s schools. (5th ed., pp. 156-177). Upper Saddle River, NJ: Pearson.