It’s no secret that I am a true believer that each inclusion decision should be individualized, as every student has different overall needs. However, I am also realistic that for each decision to be completely successful both inside and outside of the classroom, the proper support is so helpful. So in this piece, I will discuss the different forms of inclusion options for students with an NVLD and other Learning Disabilities.
The first example is being able to offer co-teaching services in most of the academic courses. This setup leads to better results as students are able to learn with non-disabled peers while having the necessary support. In addition, only ⅓ of the students in each course section can have an IEP. Differentiation instruction is also used rather than a modified curriculum so every student has to meet the same requirements. This results in the students being able to make substantial academic gains, which leads to being able to take more academic courses. For example, in districts like Pleasantville and Armonk, NY, students can receive this support in Spanish classes. This setup would be ideal for students who want to attend college.
The next example is having Learning Disabled students-only sections for English and History classes. In this setting, while you will follow the main curriculum, more modifications are often given. Therefore, it could be a good placement for students with significant Language-Based Learning Disabilities, as their assignments could be based on both their IEP goals and the main content of the course. Also, for students with an NVLD and Autism Spectrum Disorder who have severe behavioral deficits, this setup could be helpful as the smaller class sizes decrease the chances for the student to become overwhelmed. Yet it brings its disadvantages too, such as downgrading the requirements too much.
Now what appears to be the most common academic inclusion support is having students take the main curriculum while receiving pull-out resource room services and possible paraprofessional support in their English and Math classes. This is generally the correct choice for students with an NVLD, as they are known to learn best when they are challenged more. In addition, they are known to gain stronger social communication skills through having more positive role models, which is more likely in a regular class. This being said, if co-teaching services could be an option, it would likely be an even better fit for the students.
The next example is offering Unified Sports at high schools in addition to the competitive teams. This program brings athletes with and without disabilities together on their teams. They also practice and have competitions regularly just like in competitive sports. The key difference is that the focus is on sportsmanship, enjoyment of the game, and personal improvement, never the overall score. Therefore, for individuals with an NVLD and similar disabilities that have Gross Motor Skills deficits, Unified Sports could be a great choice.
My last example is having students with an NVLD and similar disabilities join an individual sport team with an open door policy like track and field. This setting teaches you how to handle personal setbacks and disappointments in a healthy way, along with being able to see your personal abilities too. I personally know how true this is as I greatly benefited from the competitive and supportive setting by being a fully included three-season varsity runner. I also realize having Unified Sports would be very helpful too, as some would benefit more from being in a more recreational environment.
Yet it appears it’s not overly common for school districts to offer all forms of inclusion for inside and outside of the classroom. So, for many students with an NVLD, if their district only has a resource room-only section and a full inclusion section with resource room support, the better choice would be the full inclusion setting. Given how these students often learn best through having a positive group of role models and mentors. Now, outside of the classroom, it appears only the bigger schools can offer unified sports, so for students with an NVLD and similar disabilities, their only option is often to join a sport like track. This seems limited; I know, though, for many students it is a great option as being part of a team leads to greater personal, social, and academic growth.
This being said, it would be wonderful if all districts did offer every inclusion program, but unfortunately it’s relatively rare. However, each inclusion decision still needs to be individualized, as no student has the same academic and personal needs. I am living proof of this, as our decisions didn’t always follow the typical recommendations and I achieved a great deal both academically and personally.
Eileen
Eileen is a Project Social Ambassador and blogger for The NVLD Project. She loves helping others understand they can achieve their goals and dreams through hard work and dedication.
