Inclusion in Kansas

Abstract

In Kansas, we used observations, interviews, and record reviews to describe the educational experiences of two students with learning disabilities (LD). One second grader and one fifth grader were observed during reading, mathematics, and science classes. The second-grade planning meeting was observed, also. Interviews were conducted with the principal, the model developer, three special education teachers, two general education teachers, one student, and one parent. Information from the students' records described achievement levels, referral decisions, and Individualized Education Program (IEP) goals. Data from all sources were integrated into descriptions of the context for inclusion, the model of inclusion, the role of special education teachers, and the educational experiences of the students with LD. CONTEXT FOR INCLUSION Knights Elementary School (see Note 1) was an urban school with an enrollment of about 315 students. One of 33 elementary schools in the district, it served a long, narrow catchment area in the Killington School District. Most of the students attending the school were transported by bus; some were transported by parents, but very few students walked to and from school. Catchment area lines were, however, not firmly defined or enforced, so that parents who wished to send their child to Knights School instead of to their assigned elementary school might do so, providing there was room. Knights Elementary School had three kindergartens, three first grades, three second grades, and two of each grade from third through fifth. Class sizes in the building ranged from 17 in first grade to 25 in fourth grade. Grades K-2 maintained a self-contained class organization, with the general education teacher responsible for all curricular areas except art, music, physical education, and library. In Grades 3 through 5, class instruction was departmentalized. In the spring of 1993, 45 students were labeled as students with either LD or EMH (educable mental handicap) who had IEPs; no distinction was made between these two groups of students in programming in this school. The principal aimed to maintain the number of students who had IEPs at about 45 by continuing the procedures in the building related to identification of students