Modified Classrooms
Soozi Miller
After seeing some recent literature in a catalog, I'm wondering just how prevalent the use of modified regular education instruction is in meeting the needs of special ed. kids in public schools, especially in grades 7-12. Not as the student's sole program, but to augment and help students with language and reading disabilities be successful in the regular classroom.
If your school or program does include modified programming, please write to me through this system and tell me the following:
1. What size of school do you teach in?
2. Number and Types of students written up for modified programs?
3. Success rate of this program?
4. Difficulty or ease in providing this service delivery/amount of consultation you do.
5. Attitude of regular ed teachers toward modifying coursework.
Thank you for your time. I find this type of program highly successful in very small school settings. I'm interested in how it is developed and managed in schools having student populations of 500 or greater. If you would like to write to me, send to Susan Miller, Bear Paw Cooperative, Box 1449, Chinook, MT 59523.
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Mary Haunreiter
as "aides" so to speak in specific classes. There is always one of us in the resource room, the rest of the time we are out in the class rooms helping and monitoring our own students but also participating in the general class activities. I go to a Technology class and an English CLass everyday, the other teachers go to a science class, another English class, and several math classes. In our resource room we run basic skills lessons for our students there pretty much individually depending on their nee
ds. We have a couple of students who are generally mainstreamed but who use our room as a study hall. This is the second year we have had this kind of a routine. It always seems to start out well but gradually we will pick up more and more students in our resource area. Last year we ended up with as high as 11 being sent back to our resource center. Most of our kids are pretty successful, and a few have been written out of the program completely because they have done so well in the regular classes.
Its the lowest students that just don't do well, either academically or socially. The social thing is a big factor for some of these kids. They just are not accepted by the general high school populations, "the doper-stoner" types who are poorly dressed, dirty, have language problems and police records just are very high risk. Those kids usually drop in and drop out all the time.
This is still the begining of the year and we are optimistic as we start out. We've changed some things, tried to communicate more with the regular teachers. The teachers who have our students in their classes are also an important factor. Some teachers are sooooo cooperative and others just don't care. We had teachers last year who never would fill out a progress report on a student and usually those are the ones we get students back from.
I probably could go on and on. I've been at the high school for almost 11 years and have been involved in all sorts of educational situations from totally self contained, to separating LD and BD from MMR's, to modified resource, to mainstreamed. Some methods work wonderful for some kids and others for other kids. It also depends on the Special Ed. teacher who is involved and the mainstreamed teachers who are involved. The kind of students we get seem to go in cycles too, one or two years we will hav
e alot of BD type kids, then a lot of MMR, then just LD's, this year we have a large number of Multi-handicapped. This year we feel will be emotionally draining and challenging for us, because we have a large number of really hurting kids.
Hope I've given you a little info. Ask anytime. I'm not a certified teacher, but I've been around a long time.
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