ERIC Number: EJ853142
Record Type: Journal
Publication Date: 2007
Reference Count: 0
"Don't You Pick and Refuse Me"
Horace, v23 n3 Fall 2007
In 2006-07, the author had the task of teaching the first substantially separate class at her school. Before this year, all of Mission Hill's students had been included in the classrooms. They have always had children with special needs, but before last year, they never had a classroom in which the students were told they had to be separate. Added because all Pilot Schools in Boston were assigned more students with special needs, the class is called a Primary Transitional Classroom, or PTC. It is designed in a way so that "hopefully" the children in her class will be transitioned into full-inclusion classrooms. The author began to think about the PTC students who would be joining her over the course of the year. Her biggest worry centered on how the incoming students would feel when they arrived. In this article, the author shares how she dealt with her PTC students.
Descriptors: Regular and Special Education Relationship, Special Needs Students, Inclusive Schools, Small Classes, Teacher Student Relationship, School Culture
Coalition of Essential Schools. 1330 Broadway Suite 600, Oakland, CA 94612. Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A