The younger siblings' behaviors escalated. The school's interventions were half-assed; in their defense, large group settings constrain effective response to inappropriate classroom behavior. But all teachers, not just teachers of emotionally disabled students, need to be able to understand and implement behavior programs. Truly differentiated instruction needs to be the norm in any classroom, not just in the special ed setting.
Long story short, the principal called me in yesterday to "ask for my help." But she admitted she intends "to make it happen no matter what". The younger sibling begins in my classroom in earnest tomorrow.
As the inclusion model has become the favored plan for special ed students (no matter the child's particular needs), self contained, small group classes have gone by the wayside. According to my principal, there were no small group, self contained special ed classes in any of the nearby elementary schools(except low, low functioning autism). So.... we are it.
Never mind that she could do well in a less restrictive environment; never mind that her placement in our class threatens the success of her brother (who is already here).
The full continuum of services envisioned by the crafters of the original spec ed law is just not out there. Counties just say, "We don't have that here, so the child has to receive services in a less than desired setting." To my mind, this borders on the criminal. It's definitely unethical. To make matters worse, most parents of spec ed kids are not great at advocating for their child. It was clearly up to me and the group of teachers who agree with me, to try and put the brakes on the immediate transfer of this child to our ED program. We bought ourselves a week of thoughtful discourse. And in the end, the principal pulled rank.