This article really hit home when thinking about my student teaching placement. I currently wok with two CTs because of team teaching, so I also work with two different groups of students. One of them happens to be an EC cluster. Not all of the students in that class are considered EC. Many of these students are pulled out at various times throughout the day to work with various specialists. I have seen first-hand how much time and collaboration goes into planning for these classes. My CTs work with numerous specialists to make sure their classroom is acceptable for all students and their different learning styles. We also have a group of EC students that are only with us for science. A specialist comes with them and assists my CT throughout the lesson to help adapt it for their needs. This cluster class has shown me that inclusion can do so many things for the students. The connections to their peers really are valuable.
Unfortunately there is not a strong base of parental involvement at my school, so the collaboration usually takes place among the faculty. The principals and counselors do a wonderful job of being present in the classrooms and working with students that need extra attention from time to time. We have sat down numerous times to discuss various behavior plans for my students that are catered to their individual needs, much like the ones used in the article. They like to focus on the positive rather than the negative which is wonderful. I have already learned a great deal from my time at Forest View.
