Self-contained classroom in elementary
SELF-CONTAINED classroom refers to the one teacher per classroom teaching that is still pre-dominant in the country.
But in other countries this was seen or is also seen as one in which the students share similar academic requirements like all the gifted children in a school will be contained in the same classroom.
Sometimes the children are all in the same grade level, but other times, particularly when there are a limited number of gifted children, the classroom may contain children spanning more than one grade level, grades four through six, for example.
Having noted such, the selfcontained type of classrooms has a huge benefit to students with disabilities. In the Philippines, we are yet to have a school that caters solely for students with disabilities. This though was not pushed because we do not want to isolate children with disabilities as special. There is a special education class but in the whole province for example, there is only one of which that is built.
The term more often refers to students with disabilities rather than students who are gifted or advanced. They tend to be implemented for children with disabilities who may not be able to participate in general education programs at all. These can include autism, attention deficit disorder (ADD), emotional disturbances, severe intellectual disabilities, multiple handicaps and children with serious or fragile medical conditions.
For children with behavioral problems or learning disabilities, the goal of a self-contained program is to increase the amount of time students spends in the traditional classroom environment. Often students in selfcontained programs go to special instruction areas such as art, music, physical education or humanities.
Depending i f the program i s implemented part- time or full- day, it can have mixed success rates for students and especially for teachers. Assuming each child has his or her own individual program for education it can mean the teacher has to make sure to meet the requirements of each one as well as teach the standard grade-level curriculum.
Students who spend only part of their day in a self-contained classroom, also known as a homogeneous classroom, may struggle to keep up with the requirements of the standard curriculum. As already mentioned earlier, students may feel themselves stigmatized socially if they have to go to a “special” class every day, even if that class is for gifted students.
Likewise, gifted students may come to believe that they are somehow better than their classmates because of the extra attention. It is incumbent upon school districts and instructors to integrate any self-contained programs in a sensitive way. But for students with severe learning or behavioral problems, the presumably smaller class size may prove beneficial and allow for more one-on-one attention from a teacher.
In recent decades, public schools find themselves facing the greater needs of diverse student populations, with varying cognitive abilities, maturity levels, and academic strengths and weaknesses. While most typical elementary, middle, and high school students find themselves immersed in a classroom of 20 to 30 peers with one lead teacher, most public schools also have “self- contained” classrooms to provide alternative settings for enhanced academic support for the children whose needs cannot be fully me tina general education classroom.