Champions of Inclusion

Today, we commemorate Dr. Martin Luther King's legacy of equality and inclusion. Historically, we have seen people fighting for their rights to participate in society in a full way. Another powerful cry of inclusion is being heard today, this cry is being raised by our special needs students in our schools. Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). However, much more needs to be done as many still do not understand how it really looks like in an educational setting. I found this excellent article " Champions of Inclusion", written by a principal in a public school in Boston which I want to share with you...

Champions of Inclusion

Bill Henderson, Principal

Patrick O’Hearn Elementary School

Boston, MA

All across the country, individuals are being recognized for successfully promoting inclusion in schools. These persons have helped make it more possible for students who have disabilities to participate in meaningful ways with their peers in a wide range of activities. Although the quality of inclusion does indeed depend on many factors related to whole school change and improvement, it is important to acknowledge the people who really make it happen. The purpose of this article is to highlight some of the salient characteristics of these champions of inclusion.

Champions of inclusion CONNECT with students who have disabilities as individuals who are contributors first.

There are still many who when dealing with a student with a disability focus on the limitations first. These folks start to think or talk about the impairment and the things that the individual cannot do. Sometimes these perceived inabilities are correct and sometimes they are incorrect or falsely magnified. What is significant though is that their first consideration is on deficits.

Champions of inclusion are the classmates who describe Victoria as a good friend who has started skiing and who drives a cool wheelchair. They also are:

• the English teacher who depicts Johnny (who has learning disabilities) as a kid who writes great stories using that special computer program

• the teacher aide who brags about how terrific Chuck (a boy with cognitive delays) has been combining geometric shapes

• the music specialist who relates how fantastic Ashley (who has autism) sings during performances

• the cafeteria worker who shares how helpful Diana (who has emotional disorders) has been cleaning up in the lunch room period

• the special education teacher who points out to the physics teacher how Willy (who has ADHD) can fix all kinds of car problems

• the secretary who comments on how much more clearly Irma (who has speech and language delays) is communicating when she runs an errand to the office

• Maria (a girl with Down Syndrome), who informs everyone that she is a fifth grade super star because of all the books that she has read.

Champions of inclusion COMMUNICATE enthusiasm and act comfortably around students with disabilities.

Many people still feel uncomfortable around students with disabilities. They have had less experience with persons with disabilities, and they are unfamiliar with much of the accompanying equipment and adaptations. They tend to interact awkwardly with the students who have disabilities and sometimes even avoid encounters altogether.

Champions of inclusion are the classmates who nonchalantly pass a tissue to Keith (who has Cerebral Palsy) so that he can wipe off the drool, which sometimes emerges while he is talking. They also are:

• the nurse who slips into a classroom, whispers to Nancy who is reading, and then changes the food cartridge in her backpack which is hooked up to her feeding tube

• the special education administrator who warmly greets Scott (who has autism) as he brings up the attendance to the office in the morning

• the parent leader who welcomes new parents and tells them how wonderful it has been for her daughter who does not have a disability to learn in an inclusive school

• the vision teacher who with her student Ryan shows off some of the gadgets that he will be using to take notes in Braille

• the history teacher who talks privately with John (who has significant dyslexia) and assures him that his test grade will not be affected by spelling

• the custodian who asks Charlene (who is deaf) to teach him how to sign, “have a good day”

• Judy who extends an offer to her tired friend to hop on the back of her electric wheelchair and get a ride

 

Champions of inclusion CHALLENGE students with disabilities to work their best toward high standards.

There are still many who do not act like students with disabilities can succeed. They do not expose students who have disabilities to high levels of teaching and learning. They do not promote students’ independence, and they do not hold students to high standards.

Champions of inclusion are the classmates who cheer for Ernesto (who has a mobility impairment) to run his fastest and make it to first base. They also are:

• the speech therapist who labors with Stephanie encouraging her to make a clearer “th” sound

• the language arts teacher who pushes Robert (who has learning disabilities) to read more challenging books with his adaptive equipment

• the parent who despite the recommendations of a pediatrician advocates that her son (who has developmental delays) starts school in the inclusive early childhood program

• the assistant principal who meets with Sean (who has emotional disorders) after returning from a suspension for fighting and points out to him ways he can more appropriately deal with his anger

• the kindergarten teacher who won’t let Cherelle (who has multiple disabilities) play with the blocks until she finishes drawing her circle

• the parent volunteer who calls the mother of Frankie (who has Down Syndrome) and both reviews the school’s home reading contract policy and offers suggestions for fulfilling it

• the special education meeting facilitator who shares ideas as to why and how Tommy (who has mild cognitive delays) can now start riding the regular school bus

• the math teacher who convinces Connor (who has autism) and his mother that he should participate in the AP math class in high school

• James (who has learning disabilities and attention deficits) who works extra hours in school and at home to prepare an excellent science project

Champions of inclusion CREATIVELY adapt and UTILIZE appropriate strategies and materials to help students with disabilities learn and succeed.

There are still some who do not adequately adapt teaching and learning to provide sufficient opportunities for students who have disabilities to perform at their highest levels. Sometimes they may not be aware of the possibilities for differentiating instruction. Usually they do not spend enough time to seek out more information about possible adaptations nor do they successfully solicit necessary supports to implement them.

Champions of inclusion are the classmates who figure out ways for Frankie (who has autism) to participate in the group’s skit depicting a scene from the American Revolutionary War. They also are:

• the special education teacher who writes a simplified version of Romeo and Juliet for Juan (who has cognitive delays) so that he can grasp the key points of the play being discussed in the grade 11 literature class

• the behavior consultant who crafts a positive behavior plan for Rakeem (who has emotional disorders) so that he can stay on task more and become more successful

• the speech therapist who organizes a set of picture symbols and voice recordings for Betsaida (who is nonverbal) so that she can communicate her needs more effectively

• the grade 5 teacher who learns how to use a computer with screenreading software so that Timothy (who has significant decoding problems) can follow some of the popular books read by his classmates

• the basketball coach who designates and arranges tasks for Carmen (who has Down Syndrome) so that she can serve as the assistant manager for the team on which many of her friends play

• the occupational therapist who coordinates a school store where students with a variety of fine motor and social needs can practice useful tasks

• the biology teacher who makes a chart for ways that Joshua (who has mild cognitive delays) can take responsibility for some of the activities in the lab

• the teacher aide who identifies unobtrusive signals to keep Wong (who has ADHD) more on task

• the art teacher who keeps a box of varying grips with her so that students with fine motor difficulties can better manipulate drawing and painting implements

• William (who has Aspergers) who shows his class a more efficient way to solve a math problem

Champions of inclusion COLLABORATE with others to maximize students’ development.

There are still some who do not prioritize the time to meet with others to explore ways of improving teaching and learning for students with disabilities. They may not be receptive to new ideas. They may not want to commit the extra time. They may not feel comfortable interacting with others. Whatever the reasons, they are probably not exposing students with disabilities to as wide a range of possibilities.

Champions of inclusion are the classmates who meet with Sammy (who has lost some mobility from an accident in his friend’s car) to discuss ways of supporting him. They also are:

• the team of grade 7 teachers who strategize with the behavior specialist ideas for connecting better with Marilyn (who has emotional disorders);

• the special education teacher who designs adapted activities for an astronomy unit with the grade 4 teacher who includes students with various disabilities;

• the early childhood teacher who discusses with her part time teacher’s aid better ways of engaging with Keisha (who is nonverbal) in play activities;

• the history teacher who agrees to share some of the techniques he uses with students who have cognitive delays with colleagues at an upcoming in-service;

• the computer specialist who devotes extra time demonstrating how to use screen reading software on computers throughout the building;

• the special education administrator who listens to teachers’ concerns, spends time becoming familiar with the issues by visiting classrooms, and then sets up followup meetings to deal with them;

• the parent leaders who, after meeting with staff leaders to prioritize needs, then coordinate activities to raise funds for more assistive technology;

• Carlos (who is a blind high school student) who volunteers to tutor a struggling grade 2 reader in an after school program using appropriate level print Braille books

Extraordinary to Ordinary

Most of the examples listed above to highlight the salient characteristics of champions of inclusion do not depend upon advanced degrees and training. Although in many instances, special skills are certainly required, in most cases it is the accompanying positive beliefs, attitudes, and behaviors which are most significant. Indeed it is common for those who have been identified as champions of inclusion to state that what they are being recognized for is really quite ordinary.

Likewise it is important to note that many adults who have disabilities report that their impairments were not as challenging to them in school as were the ways others related to their impairments. For many persons with disabilities, stereotypic beliefs, negative attitudes, and inappropriate behaviors were common experiences, which impeded opportunities for meaningful participation. In order for successful inclusion in schools to become more the norm than the exception, changes in how people relate to students who have disabilities must also occur.

Champions of inclusion are people who exemplify first and foremost that they can connect, communicate, challenge, and collaborate appropriately when dealing with students who have disabilities. They are certainly also people who have developed and/or creatively implemented specialized skills, but they recognize that this expertise must be accompanied by appropriate beliefs, attitudes, and behaviors in order for the skills being utilized to prove most beneficial. Indeed what makes champions of inclusion extraordinary is that they are demonstrating on a regular basis how ordinary it can be for students with disabilities to participate successfully in a wide range of activities with their peers.

This article originally appeared in TASH Connections, 2006. For more information, visit http://www.tash.org/ .

Most Read Special Ed News Articles

Just want to share, the Council for Exceptional Children has compiled the most read special education news articles this past week:

1. Service dog enhances P.E. lessons for students with disabilities

Florida physical-education teacher Steve Miller uses a service dog as part of lessons for students who have disabilities. The dog, "Mr. Newton," works in schools throughout the district and helps encourage Miller's students, some of whom do not speak, to participate in activities such as running laps and playing catch. Orlando Sentinel (Fla.) (01/10)

2. How have San Diego schools adjusted to the new inclusion model?

The San Diego Unified School District began its move toward the inclusion of students with special needs in neighborhood schools following a 2008 report showing that students often were taught in separate classrooms. According to an analysis, some parents and educators have criticized the move as rushed and disorganized, with particular concerns relating to the way principals and teachers were trained for the change. Some say schools have since adjusted and students with special needs are thriving under the new model, but others say ongoing challenges remain. Voice of San Diego (01/09)

3. Survey looks at defining, identifying giftedness in U.S. schools

Definitions of giftedness vary widely among 48 of the U.S. states that have established definitions, according to a new national survey set to be published in the Journal of Applied School Psychology. Most states include "intelligence" and "high achievement" as part of their definitions, while few consider the performing arts or student motivation as factors. In contrast to past policies, no states use just an IQ score to identify students as gifted, the survey found. Huffington Post, The (01/05)

4. Understanding why students with disabilities are bullied

Maurice Elias, director of the Social-Emotional Learning Lab at Rutgers University, offers some considerations for educators, based on the state's new anti-bullying regulations, concerning why students with disabilities are more often than those without disabilities the targets of bullying. Among other factors, teachers should understand that students with disabilities often have different appearances and behaviors, may be socially isolated or lack relationships that help protect them from bullying. They also may be less likely or able to defend themselves, Elias writes. Edutopia.org (01/12)

5. Special education includes focus on life skills at Wash. school

Students with disabilities at a middle school in Washington state learn life skills alongside academics. Peer mentoring and technological resources are used with the students, who are taught how to read a schedule, how to follow a recipe and other skills needed for independent living. "It's challenging because no kid is the same, so you have to tailor it to their needs," teacher Erin Townsend said. SnoValley Star (Issaquah, Wash.) (01/11)

6. How to involve students in formative assessments

Author and high-school teacher Larry Ferlazzo offers suggestions and advice on involving students in the process of formative assessment. Simple activities include having students reflect on what they have learned from mistakes or create goal sheets for tracking their progress, he writes. Education Week Teacher (01/10)

7. Children with autism have different gut bacteria

More than half of the tissue samples collected from the stomachs of children with autism showed a relatively large amount of Sutterella bacteria, according to a study in the journal mBio. Researchers noted that this bacteria was not detected in the tissue samples taken from children without autism, but said more study is needed on the link between gut bacteria and gastrointestinal problems in children with autism. HealthDay News (01/10)

8. Child with Down syndrome is featured in Target ad campaign

New Jersey six-year-old Ryan Langston, who has Down syndrome, has appeared in print advertisements for Nordstrom and now is featured as a model in a national campaign for Target. His inclusion in the ads is drawing attention from those who note that the ad does not specifically target those with special needs. "The greatest thing that Nordstrom and Target are doing is that they're not making any reference to his disability. He's just another cute kid," said his father, Jim Langston. Disability Scoop (01/09)

9. Supreme Court declines to hear appeal in special-education case

Education Week (01/09)

The Bakunawa and what kind of year will 2012 be

Yesterday, on our way home from New Year’s lunch out, my husband and I were discussing about 2012 as the year of the dragon. We talked about legendary dragons in different countries’ cultures. Every country’s dragons look and act different – some are fierce others are benevolent. There are dragons found in the literatures of China, England, Ancient Greece, Spain, North America, Australia, Japan, India, Africa…my daughter asked, “how about the Philippines?” We tried to recall about the story of Bakunawa (the water dragon in Philippine mythology) which is believed to cause eclipses.

In the olden times, the Filipino ancestors believed that the moons were created by Bathala (god) to light up the night sky. The Bakunawa, enchanted by the beauty of the moons, would arose from the sea and swallow them angering Bathala making him his mortal enemy. People were so afraid now that the night became so dark so they prayed to Bathala to punish the dragon. Bathala, encouraging the people to stand up and fight, told them to make noises using pots and pans to make the dragon restless. The moon is then regurgitated and the Bakunawa disappeared, never to be seen again.

Life has been so dark in 2011, I took a lot of punches and some really hurt, but I have learned so many lessons along the way. I learned to think in terms of moderation, and to find contentment in the things that I already have and holding reasonable expectations. For my family (I often ignore on some days), I found that sharing the calendar in the same way that I would with my colleagues was helpful at home as well. I’ve met people who are fighting the same battle in this arena; I was encouraged and inspired by their strong spirit and moral courage. I have learned that teachers can serve as a powerful voice for the voiceless, for those whose cries of help go unheard. Our students are counting on us, for they have been let down too often. The only way we can fail them is to stop using our voices on their behalf. Life isn’t exactly the way I wanted it to be in 2011. I had a lot of opportunities to practice holding my tongue and exercising patience. But I am still grateful for all I have - good health, a supportive husband, a rewarding profession that I love, wonderful kids, terrific friends! I have blogged less but did more reflection, and as I reflected I went back to my old posts and saw how my life as a teacher migrant have progressed. I am truly thankful to all my readers, and those people who are always very supportive of me. I have disabled the commenting feature of this blog the entire year of 2011, but I have found a way to block the spams and I am enabling comments again to start another vibrant online conversation with you.

What kind of year will 2012 be? Many talk about 2012 as the end of the world maybe because they think of the Mayan calendar as linear rather than cyclical. In Chinese Calendar, 2012 is the year of the dragon. From a Feng Shui point of view, the year of the Water Dragon brings so much good fortune and possibilities. I am excited about the many great opportunities about to happen this year and I am ready to give it my best! As I see some of these are slowly becoming a reality, I believe this will happen more in 2012:

1. Inclusion. 21st Century globalization and immigration have created a society of increased diversity. I will see more of my special needs students included and accepted in the general education classrooms having the same opportunities as their peers.

2. Differentiated Instruction. The 21st Century is all about customization, personalization, addressing individual differences. This is also how it will be in the classrooms, it will be a natural part of our work. Most of our minority students can really excel academically side by side with their peers. Like how it is in the real world, they will finally to learn to live fully together.
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3. Innovation. The 21st Century is a 24/7 environment. More educators will be joining Professional Learning Networks (PLN) which will also be a major resource for current educational research and best practices. We will see that the traditional boundaries between home and school will disappear as teachers become more accessible round the clock with technology tools. Schools will get greener, teachers and students will be collaborating with people in the communities for experiential and project based learning.

A prosperous new year to all! May we have the presence and the power of the water dragon when we wield our swords in our everyday combat...

Happy Holidays!!

Tips for SPED Teachers To Stay in the Game

I hear a lot of teachers venting about doing a lot of work: doing daily work assignments like tutoring, achievement test proctoring, hall duty, lunch duty, recess duty, heading an extra curricular activity. This is on top of Special Education teacher's duties and responsibilities in the IEP process as a case manager of at least 15 special needs students, and our role as a member of the IEP Team in assessment compliance.  Of course, we will never be called "teachers" if we do not have any role in the academic process to support student achievement. Oh yes, contrary to what others say about us, we do a lot of work.

Many times when SPED teachers complain about "doing a lot of work", it is because we are not clear about our roles as a special education teacher or that we are not taught how to do the work which can lead to frustration. It sometimes drives us nuts especially when the politics of education are getting on our way! But there are healthy and not-so-healthy ways to deal with these things to make sure that we stay on top of our game.

1. Know your duties and responsibilities as a special education teacher.  Do you know what is expected of a well prepared special education teacher? As special educators we are guided by the profession’s ethical and professional practice standards. We are expected to practice in multiple roles and complex situations across wide age and developmental ranges. Special educators engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth. It helps to know the limits of our practice and practice within them!

2. Stay calm, remain professional at all times. We sometimes get overwhelmed by the work that we are subjected to the moment we enter our work premises. Do I still have time to eat a decent lunch? Nope, not when I am at work. Extra duties are a fact of life, attend to them. Good news is,  administrators do not consider themselves exempt as they once did. They are in the cafeteria standing right next to us! Research says that the average person faces around 30 frustrations (or minicrises) every day, and a high proportion of those frustrations occur at work. Rough moments happen to all of us, but losing your temper over a faulty copy machine or an insulting colleague by going into high-drama mode will end up hurting far more than it helps.

3. Collaborate, collaborate, collaborate! As teachers we are usually experts in reaching out to people and building relationships based on trust, we do this everyday with our students, parents, colleagues. Extend your collaboration to people outside of your school building, and extend your enthusiasm about what you do to your community. It would be great to solicit their help to volunteer at least an hour of their week to help in the noble work that we do with our students. Be innovative in building your professional learning networks (PLN) by using social networking tools like Twitter, Facebook, blogs to connect with teachers in other school districts. You will be surprised to know that we are all in the same boat and that they might have found a solution to your concerns so you do not have to reinvent the wheel. It helps me keep my sanity when I get positive and encouraging messages from my blog, FB (new page BTW!) and Twitter followers and I learned many practical things from them too!

4. Know when to tune in and tune out. The heat is on, they call it education reform. You know it well, you watch it on television, you hear about it in talks and forums, you read it in major newspapers and blogs. It is not advisable for us who are in this playing field to lean back and watch the highlights of the game unfold before us without being in the game, read and learn as much about education policies that matter most to our profession. But never read newspapers before going to class, most of the time they are filled with horror stories about how ill the economy is that unemployment is rising. Not to mention articles about how bad schools and teachers are. It will either depress you or fire you up, which can ruin your day before it even starts. Tune in to your teacher mode before you come in your building, show them how excited you are to touch their lives and make a positive difference each day.

5. Have a break when you need to. My students and colleagues know that I'm always on the run and when I'm not with them I'm doing something important. They also understand when I put on the sign "Do Not Disturb" on my door meaning I need just a moment of silence so I can recharge myself and be with them again on my "teacher mode". We also need to get enough rest just like anybody else. My sleeping time is usually earlier during dark months, it really seems to help. Take an occasional mental health day, call in sick if you need to (yes, you are sick.). Nobody else will take care of you better than you do, so use your sick leave that you are entitled to as part of your teachers union contract with the school district.

Finally, I would like to share my favorite quote of all time: "Tough times never last but tough people do". This profession entails survival of the fittest, this is for YOU!

Should teachers tailor instruction based on students' ethnicity?

Kindergarten students at School 61 sing about class rules. / Alan Petersime / Star 2011 file photo

Some schools in Indiana are providing "cultural competency" training for teachers, intended to promote understanding among students and teachers and capitalize on diversity in the classroom. Some are critical of the concept that students from different backgrounds require different styles of instruction. Others say this strategy is effective because many teachers in urban schools are from different racial and socio-economic backgrounds than their students. The Indianapolis Star

More @NBPTS Accomplished Teachers utilize Twitter

An increasing number of board-certified #teachers are sharing their expertise about accomplished teaching through Twitter. Teachers can direct-message @NBPTS to be added to the official NBPTS NBCT Twitter list.

Partnership provides college experience for students with disabilities

Walsh University and North Canton City Schools in Ohio have teamed on a program to help students with disabilities attain social and life skills. The students with disabilities, who are ages 18to 22 and have completed social graduation in the district, are paired with college students. They then attend activities and events on the university campus as part of the Transition U program. The Repository (Canton, Ohio)

Violinist with disabilities debuts Virtual Music Instrument

A new Virtual Music Instrument was set to debut in Montreal recently as violinist Eric Wan, who is paralyzed from the neck down, was to play on stage with the Montreal Chamber Orchestra. The high-tech VMI is an advanced software program Wan developed as a graduate student in engineering. It translates physical movement into sound through a webcam with head movements triggering pre-recorded sounds and notes. Canada.com

Project seeks thanks for teachers on Friday

I thank my teacher Ms. Marion Escueta for telling me to aim high and hit the mark - that if I keep my eyes on my goal, I can make it happen no matter what... -Maria-




David Isay, founder of the public-radio project StoryCorps, wants people to set aside a second day of thanks on the day after Thanksgiving and interview a former teacher who was important to them. Recorded interviews are being archived at the Library of Congress as part of a yearlong National Teachers Initiative. Other ways to participate include posting a memory of a former teacher on Facebook, tagged @StoryCorps, or on Twitter with the tag, #thankateacher. The New York Times (tiered subscription model)/WNYC