Self-contained classes for children identified as learning disabled were created during the early days of Special Education. A psychologist in charge of our local program explained the basis for their creation. They believed students trained in special education techniques would know more than regular classroom teachers in training such students. It never worked.
Early special education materials were too simplistic and not developmental. In addition, the students required some individual instruction. Such classes became too disorganized to be effective. My elementary school training, especially in phonics along with coordination in a regular classroom program was the most effective developmental approach.
It was almost 20 years before the State Department of education realized there was more than enough information to eliminate that program.
I was working in a resource room program connected to regular classroom when two non-readers entered our second grades. Their parents took them out of a special ed first grade program against the advice of their Child Study Team. The students thrived in our school program, a case I explained in my book.
The end of self-contained classes finally came about when I had one of two seventh grade self-contained classes. The other teacher had been trained in special education. His education taught “special education students were different.” He and I discussed it many times. He was an excellent teacher. However, his education accepted a lower behavioral and education response in students. I had taught elementary grades 4-6, emotionally disturbed and learning disabled and I realized children retain a wide range of abilities outside of their diagnosis.
The following year we were both assigned as aides to our students in regular classes. One day he approached me about his students who were now in 8th grade math. He said he was surprised they were doing so well. I was not surprised.
