Does anyone feel that the self-contained classes are WORST in elementary school than compared to high school?

Question

I was only in the self-contained classes for English and social studies in high school. What would it be like at the elementary level? (I was never in self-contained classes in elementary school) Would it be worst since they have to stay in that classroom for the whole day? I think it is worst because the only time that they can be with general education students is recess and assemblies. It is worst than high school. High school has more opportunities to be with general education students. For example, electives, physical education, lunch,

Physical education in elementary school is just the self-contained class. In high school, there is a mix of everyone in physical education.

Answer 1

i was in self-contained classes all my life (well, i was mainstreamed partially in high school)--- and i found that in high school it is a lot worse, because in high school you are automatically stereotyped as a "sped" or "mental case" and socially are labeled an outcast, and that stings. If you are in special ed for only one or two classes it may not bother you much, but those of us that were in special ed for all our classes are clearly labeled.  in high school you may have more chances to be with the general population, but to be honest for most of us that time is not enjoyable, because we are teased, taunted and humiliated by other kids who are not as accepting and teachers don't know how to deal with us because they aren't special ed teachers.  

Generally nobody notices in elementary school and the teachers are more careful about not tolerating teasing and taunting and make the environment more accepting.

but it's also a matter of personal experience and perspective, everyone feels differently.

Teresa--- what you said blew me away! i went to school in three different states and had such a different expierance. In my high school speical ed kids almost always got put in a self-contained class; and very rarely were mainstreamed. I was the first kid at my school to be successfully mainstreamed in 13 years (or so i was told by the principal)--- and i guess i started a ripple affect.  I would be in the self-contained class for my academic subjects (math, english, history, reading, science, social studies) and was forced to go to the regular phys ed, art and music classes---- which was strange for everyone because the regular ed kids had no idea how to deal with me having never been exposed to me and it was odd for me being in a room full of strangers as well as the fact that these were the subjects i most needed help with.  I didn't have an aid or para because my disability was considered a high-functioning one, (ADD and motor dyspraxia) so i didn't technically need one.  It wasn't until 9th grade that i started being put into inclusive classes--- first English and Reading, then social studies and sciene, but not math... i found it odd because the regular ed kids were very unaccpeting and cruel, the teachers apathetic at best and the problem was my support system was then taken away from me... the kids i knew since middle school from the self-contained class no longer in my circle, my special ed teachers gone. And the general feeling of the gudiance counslors, teachers and othe staff was "how do i teach this kid"?

Answer 2

I've worked in these rooms for many years.  It's really a nice setting.  Depending on the cognitive/academic levels, some go to "units" (science and social studies) with a para for support and modification.  Even students who are quite low are sent for mainstream time.  Dependent upon their ability to be included w/o disrupting the entire class, along with their parents' wishes, they also go to art, music, library, and phy ed with their regular ed. class.  Almost always a para is with to monitor behavior, inclusion, and modify work.  All kids go to assemblies, class parties, and whenever possible field trips.  By fourth and fifth grade, all but the very low functioning (those who cannot feed themselves, have severe medical issues that require a para glued to their sides, and those who have extreme behaviors) get the chance to go to lunch and recess with the regular ed class.  Paras sit in the cafe and monitor from afar.

For the most part, the reg ed kids are very accepting.  I think the benefits swing both ways!  It's also a nice arrangement, as the special kids will eventually be going to secondary schools with the reg ed kids.  They will allready know each other, at least in part.  It's nice to see some of these relationships continue, even as the special ed kids mainstream time is reduced.

Answer 3

I don't know as they have them in elementary schools, since socialization is such an important part of early development.