Math Again

So, we are having to make a decision on Emily and her math situation. She is currently in the math inclusion class and doing the beginning work of the 1st grade math curriculum in her small special ed class. We have to decide if we are going to have her continue in the inclusion class or have her just do math in the small class. Emily has show improvement in her math skills. Homework has gotten back to me explaining what she needs to do and her pretty much doing it on her own with assistance from me only when asked or on the crazy reasoning problems at the end. I asked her special ed teacher how she is doing emotionally when she goes to the inclusion math class and that is what has us wondering what to do. When her teacher tells her it is time for inclusion math, Emily will get upset and sometimes plead with her not to send her. After a pep talk from her, she will go in but may still whimper at first while in class. Now this doesn't happen every day but is more of a regular occurrence than a rarity. The work I've seen come out of the class that she has done is done well so we are thinking it is just an emotional response that she is having. In the class, she doesn't have the one on one assistance as in her small class, so we think that makes her uncomfortable - an aide goes in but does not sit directly with her. Also, she panics when she hears that there is a quiz or test in this class - not in her small class, she asks for tests there. We really think it is just an insecurity issue of less help and Emily doesn't like to or want to make mistakes. We've told her to just do her best and leave what she doesn't know. Emily has told us how much she likes the inclusion teacher, Miss Rocha, so we have ruled out a personality conflict. Today she is having a chapter test and we did a review last night of what would be on the test - she did well but at first when we sat down, knowing it was test material, she immediately said I don't know what to do. My concern is that this is the type of class room atmosphere she will go into next year so do we keep her in so she adjusts to at least that aspect. The other question is how the two math sessions - special ed and inclusion - would be combined to produce a grading for her. It is all very confusing. Please pray that God gives us clear direction in the way we should proceed with this matter. She is doing much better at her math skills and that is a true encouragement. Emily still loves going to school. When I ask her her favorite part of school, she says recess. After prodding her for a curriculum aspect she likes, she says handwriting. The good thing is that this emotional math matter has not overshadowed her whole school experience.