This account looks at two students who were partly included in general education classes while attending basic English and mathematics classes.
DB and Franco-Z had five of their seven daily classes in inclusion settings and the other two were in self-contained classes. They complained about being bullied by students in their inclusion classes. They believed this was because they were in self-contained math and reading groups. The students, they said, taunted them and called them “retarded”. This was done repeatedly in an attempt to get DB and Franco-Z to fight with them. DB disclosed that twice, another student, Quan, got into fights because of these students’ teasing and taunting, and was suspended.
In order to avoid meeting the bullies in the hallways, DB and Franco-Z hid in a self-contained math classroom until the next period began. They then got a hall pass from the mathematics teacher to go to their assigned classes.
This mathematics teacher knew what was happening and was in constant contact with the classroom teachers and the administrator in charge of these students. Even with efforts from other teachers, Franco-Z and DB were never able to face the hallway crowds. When DB was recommended for full inclusion, he refused and preferred to stay at home. He eventually got a transfer to another school.
The above scenario does not represent inclusion; it represents a form of functional integration. These students spent part of the day in special education self-contained classes. Their regular education peers taunted them because these peers were not appropriately educated or trained, and they knew their victims were not able to defend themselves. Without the necessary education or training in diversity and inclusion, they were unable to function respectfully in the presence of students with disabilities.
This situation resulted in instilling more fear and academic disruptions for DB and Franco-Z than it was able to provide an inclusive education for them.
In part 10 of the we look at the part behavior modification plans play in student experiences.
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