"Ask Cheryl, Katherine, or Susan"
Here's your opportunity to ask us questions about inclusive education, curriculum development, effective change strategies, and more. Just go to the "Contact Me" page and submit your question there. Every month or so we'll feature a new question and my answer. We'll be sure to disguise your name and location.
Although my son is fully included in a 5th grade general education class I am not happy with his lack of access to what is being taught. His team seems to have a good handle on how he can work on things like managing moving his belongings, moving around the classroom and school, and communicating about social things, but I don't really see him learning academics. Can you help?
Dear Concerned Mom,
Your concerns are very common and not only felt by parents but also by educators. People seem to "get" the social benefits of inclusion for students with complex support needs but are unsure about how they can learn academics. Here are a few thoughts and suggestions for how his team can make his inclusion meaningful in all ways.
1. Presume his competence to learn! Often one of the barriers to students' participation in academic instruction in the general education classroom is that they just don't think that students CAN learn academics. I beg to differ! Even if a student can't yet communicate that they are learning some of the general education content I think that it is the "least dangerous assumption" to assume that they can and are! My colleague Anne Donnellan put it this way (back in 1984):
“The criterion of least dangerous assumption
holds that in the absence of conclusive
data, educational decisions ought to be based on assumptions which, if incorrect,
will have the least dangerous effect on
the likelihood that students will be able to functional independently as
And for me, the least dangerous assumption is to PRESUME COMPETENCE for these 5 reasons:
First, when we expect students to learn, they are more likely to do so. Pretty simple and this has nothing to do with disability.
Second, traditional assessments of the intelligence of people with complex support needs - particularly those who do not use natural speak to communicate - are very flawed and often tell us more about what people can't do than what they might be able to do with support. If someone has assessed your child and told you his or her I.Q. is "low," I would just ignore that information and ask what needs to be done in order to assure that your child has full access to high quality instruction in the general education classroom.
Third, we now have over 40 years of research showing that an increasing number of people with "severe intellectual disability" labels show they are more competent than ever thought possible WHEN they have a means to communicate and are provided with good instruction. If just one person whose I.Q. was measured at 40 (or 50 or 20) shows that they are smarter than that number would indicate I think we have to question the validity of I.Q. measurements for anyone.
Fourth, if we assume that someone can't learn x, y, or z, and we are WRONG about that assumption we have done a terrible disservice to that person.
And fifth, even IF we are wrong about someone's ability to learn, that is not as dangerous as the alternative.
2. My second recommendation is that your son's IEP team read my article (on the Resources page) called "Inclusion is More Than Just Being In." It describes a participation planning process that determines the supports needed by a student to fully participate in general education instruction based on the Common Core State Standards, taught by a general education teacher in a general education classroom. Since I wrote that article I've updated the planning forms and they (Form 1 and Form 2) are on the Resources page also.
3. Suggest that your son's team read the Guidelines for Creating Accessible Instructional Materials that is on my Resources page. In this document are many links to already adapted or modified books and other texts, descriptions of apps and software pages that can be used to make instructional materials (both literary and informational text) accessible to students, and instructions for making "from scratch" adapted books and other materials.
I would also remind your son's team that making instructional materials accessible for students with disabilities is required by the Individuals with Disabilities Education Act (IDEA, 2004).
I hope these suggestions are helpful and good luck.
We have a student who is included in all general education classes in 10th grade. So far she hasn't shown that she is getting anything we are teaching her. Wouldn't it be in her best interest to be in our "Life Skills" class instead?
Dear Concerned Teacher,
I understand where you are coming from. When students don't currently show progress we wonder if we shouldn't make a big change in their educational program. I would like to offer my point of view, developed over the last 29 years.
I think all teachers have had students who led them to that
“ah-ha” experience that helped them realize why they got into teaching in the
first place. The students were eager, curious, funny, stubborn, persistent, or
just plain nice kids. It happened for me back in 1992. I was doing some school
reform and inclusive education work with a newly built high school in southern
New Hampshire. On my first day at the school, I met two incoming 9
graders, both of whom had pretty significant disabilities. Let’s call them John
and Rob. John looked terrified as he made his way down the busy hallways. He
didn’t use his voice to communicate, but cobbled together some gestures and
signs to try to make himself understood. He seemed unable to read and his most
recent three-year re-evaluation revealed a 42 I.Q. He had some compulsive
behaviors and was very anxious most of the time. He was shy and withdrawn,
clumsy and overweight.
The second student I met that day couldn’t have been more
different. Rob appeared to be thriving in 9 grade, giving high-5’s
to just about everyone he met as he walked through the busy hallways between classes.
He seemed cooperative and was a real jokester. He had recently learned to use a
communication board and was a whiz at spelling, although he, too, did not use
his voice to communicate. In fact, I heard a classmate tell him “Hey, slow
down, slow down, I can’t keep up with you!” I learned that he was an assistant
manager of the football team and he wore his team jersey proudly.
When I looked through John’s cumulative file, I saw a pretty
typical educational history for a student with his “developmental disability”
profile. He had been in all self-contained classes through 8 grade
except for art and physical education. His IEP goals focused on pre-academic
skills (e.g., matching, 1:1 correspondence, letter identification); as well as
on self-care, vocational, and life- skills. He spent most of every day with
other students who had significant disabilities and participated in Special
Rob’s educational program was quite different. He was
included in all general education classes. His IEP contained goals and
objectives that reflected the essential elements of the general education
curriculum, as well as objectives related to reading, managing his belongings,
participating in extracurricular activities, and communication skills.
In speaking with John and Rob’s parents, I saw starkly
different future expectations for these young men. John’s parents thought he
would live in a group home, work in a sheltered workshop, and spend most of his
time with other people who had significant disabilities. Rob’s parents expected
him to eventually live away from home, perhaps with roommates who might get
free rent in order to provide some support to him. They thought Rob might work
in the family pizza business or perhaps in a fitness facility since he liked
sports and was so gregarious. They hoped that the friendships he had developed
in school would continue on into adult life and that those friends who stayed
in the area would hang out together doing what other 20-somethings did in their
When I talk about these two students in workshops, I ask
people to come up with a hypothesis about why their educational programs and
futures look so different. Several people always say “Well, it looks like John
is a lot lower functioning than Rob.” And there it is. Across the U.S. , only
16% of students who are labelled as having an intellectual disability are
included in general education classes for most of their school day. Over 50% of
students taking alternate assessments do not have the assistive technology
(including augmentative communication) that they need in order to demonstrate
what they really know. Our judgments about students’ intellectual capacity
affect every decision we make about their educational programs, their
communication systems and supports, the social activities we support them to
participate in, and the futures we imagine.
OK, time to fess up. There actually weren’t two students at
the high school. Just one and his name was Amro Diab. Amro had been in
self-contained classes his whole life before moving into 9 grade.
A key special education teacher who served in the role of Inclusion Facilitator
at his new high school, together with some folks from the Institute on
Disability at the University of New Hampshire, developed Amro’s educational
program based on the idea of presuming his competence. They believed that with
the right supports, Amro could learn the essential elements of the general
education curriculum, communicate effectively, have a full social life based on
shared interests with his classmates, and graduate to an inclusive adult life
in the community.
This notion of presuming competence tends to be a deeply
held belief and those who hold it don’t need I.Q. or other test scores to back
them up. For them, and for me, it’s the “least dangerous assumption” I can make
about any student, any person. As I’ve thought more deeply about this idea over
the last 30 years – and yes, there have been students who’ve challenged my
beliefs – I’ve identified five reasons why presuming competence will always
guide my work.
First, people’s expectations matter. When teachers expect
students to do well, they do even better than expected.
Second, I.Q. and other tests that purport to measure human
capacity are terribly flawed. They usually tell us what students can’t do
rather than what they might do if they had good instruction and high quality
supports. Basing a student’s whole educational career and future on a test
score just seems fraught with potential harm.
Third, a growing body of research shows “unexpected”
abilities in people who had been identified as intellectually disabled when
they were provided with a means to communicate. Think Hellen Keller or Larry
Fourth, to presume incompetence could cause irreparable harm
to our students if we are wrong.
And finally, even if we are wrong about a student’s ability
to learn and to communicate in ways that are on par with his classmates without
disabilities, being wrong about that isn’t as dangerous as the alternative.
June 2014 - addendum
Dear Website Friends,
I've been helping a mom and her daughter's team with inclusion this year and in preparation for next year, one of her daughter's teachers asked "how it was determined that Ashley will benefit from inclusion and how we'll measure that benefit. I thought her answer was just fabulous and she has given me permission to share it with you.
I can do is give you my perspective as Ashley's mother. Ashley started
school as a "Guided Learning" student and remained in that class until 5th grade. (She
did get to experience some time in class with her typical peers through morning
meetings and specials.). During IEP meetings we, Ashley's Dad and I, were often
asked about our vision for her and what we wanted her school program to look
like. We knew we wanted something different than what she was
We know Ashley does not have to "earn" being
included or prove herself worthy of it or demonstrate skills to be given the
opportunity. She deserves to be educated along side her more typical
peers as well as those differently able with high expectations for her academic
achievement and social involvement. She deserves to be perceived as competent
with knowledge, skills, talents, aptitudes and dreams. It is her legal
right and it is her civil right.
progress as a direct result of inclusion - I have a couple of thoughts.
you asking about the team's progress in implementing appropriately
differentiated instruction, then in my mind this can only be measured when the
team has achieved a fidelity of implementation of 80% or higher.
you are asking about administration's progress in supporting inclusive
education practices then looking at things like professional development
opportunities, supply acquisition, protected planning time, number of special
educators per grade, and case loads could be a measure.
you are asking about Ashley's academic progress then looking at
goals/objectives derived from the core curriculum and her successful attainment
of them that could be a measure.
at her alternate assessment portfolio would give additional information.
you are asking about the progress being made towards having a desegregated
school community that embraces diversity of all kinds, values students of all
abilities, and creates equal opportunities then the culture and social norms of
the school could be a measure.
We are working with a student with Down syndrome who will be transitioning from 4th to 5th grade next year. He is a beginning reader and doesn't have any writing skills. He does talk but about 50% of it is not understandable. Does it really make sense to include him in the regular English Language Arts class?
A Speech-Language Pathologist
Great question for this time of year! I would say unequivocally "Yes!" Here are some suggestions for supporting his participation and learning.
1. Make sure that he has a way to communicate about what will be going on in the general education class - academic and social subjects. He should have a way to fulfill the following communicative functions or purposes:
a. Expressing feelings and sensory
c. Making choices
d. Asking questions
e. Providing information
f. Answering questions
g. Making comments
If your student does "not communicate in ways that are commensurate with his same-age classmates without disabilities, then you ought to have an augmentative and alternative communication evaluation done. Reassure your team that providing him with "augmented" ways to communicate will not decrease his verbal communication and it may increase it.
2. Provide him with books and other text materials that are fully accessible for him. If you check out the "Resources" page of my website http://www.cherylmjorgensen.com you'll find a sample book that I adapted for this student I'm working with this year - Sarah Plain and Tall. Remember, Google is your friend! Enter these words into the Google Search bar and you might find other websites with adapted materials:
"TITLE OF BOOK + adapted"
"TITLE OF BOOK + modified"
"TITLE OF BOOK + accessible"
Here are some other websites to search for accessible books so check these first to
find out if someone else has already created accessible versions of the
5th grade literature.
3. Take the time to plan the supports he'll need during ELA. I suggest first using the "Inclusive Common Core Unit Planning Organizer" - Parts II and III - that is on the "Resources" page of my website. The "Routines Based Support Plan" will help you determine the supports your student will need during those recurring routines that happen over and over again in the ELA class such as whole class discussion, partner reading, vocabulary study, spelling, journal writing, guided reading, and so forth. After you have completed that, then use the Unit Planning Form part of the organizer to think about what your student's priority learning objectives will be for each unit of study or novel. Again, check out on the "Resources" page of my website a completed one that my consulting student's team completed for Sarah Plain and Tall.
4. Figure out the supports that the student needs for writing.Some possibilities include:
a. Have someone scribe for him
b. Have him plan what he wants to write using Inspiration http://www.inspiration.com/visual-learning/graphic-organizers , convert the graphic organizer to the "outline" format, and then support him to build sentences from there.
c. Use an app such as Abilipad https://itunes.apple.com/us/app/abilipad/id435865000?mt=8 or Sentence Builder https://itunes.apple.com/us/app/sentencebuilder-for-ipad/id364197515?mt=8 .
d. Use word prediction software such as Co-Writer http://donjohnston.com/cowriter/#.U4d9uijw3oY.
e. Use Clicker 6 software or apps http://www.cricksoft.com/us/products/clicker-apps.aspx.
For the student I am working with, we are actually using a variety of strategies and tools given the writing demand and situation.
5. I definitely support the idea that he should have 1:1 or small group reading instruction to build his fundamentals. Schedule that at a time when he will not miss out on core academic instruction. I know that is a real challenge because everything is important. A student I'm working with now gets this instruction during the first half hour of the day when all students go to different classrooms for reading instruction.
6. As an SLP you should begin to plan for how you will "push in" to the Language Arts (or any other) class in order to support your student. We know that pull-out language therapy has some serious drawbacks so you can support him in the classroom in any number of ways - to ask questions, to read with fluency, to identify main ideas from a story, and to expand his vocabulary.
7. And finally, remember that learning to read and enjoying reading is a functional, life skill for every student. A very articulate Mom recently posted an essay on her blog http://grace-in-the-ordinary.blogspot.com/2014/01/why-it-matters.html?m=1 about the benefits of learning Shakespeare for her son. Definitely words of wisdom.
Our school is just now beginning to think about including our students with autism in general education classrooms. We have ten students with an autism label in Kindergarten through 5th grade. Where do we start?
Sincerely, An Elementary School Principal,
I am so glad to hear from you and to know that you are committed to including students with autism in general education classrooms. This is actually the perfect time of year to begin taking steps toward having all students with autism as welcomed members of age-appropriate general education classes next fall.
Step 1: Bring together a team of folks representing your key stakeholders and designate them as your Inclusive Education Leadership Team. I would suggest including a general education teacher from each grade level, all special education case managers, your speech-language pathologist and occupational therapist who provide services to children with autism, a couple of paraprofessionals, your reading specialist (or a Title I teacher), your building or district special education administrator, and a couple of parents.
Step 2: Develop a plan for keeping all parents of children with and without disabilities informed of your plans as they evolve. This might include giving a monthly update at a PTA meeting, holding special information sessions for parents, and certainly, talking with the parents of the children with autism about the "whys" and "hows" of inclusive education.
Step 3: Identify a few key books, research articles, and videos that everyone on the Leadership Team will read/watch together. I would suggest You're Going to Love This Kid! by Paula Kluth for the book, Including Samuel and We Thought You'd Never Ask for the videos, and a soon-to-be-published booklet I wrote for the National Education Association called Including Students with Autism.
Step 4: Visit an inclusive school. There is no substitute for seeing inclusion in action. Since I know that you live in Wisconsin I would suggest contacting the Fox Prairie Elementary School in Stoughton. They have been designated as a "knowledge development school" by the SWIFT project which is funded by the U.S. Department of Education as a school where all students are included in general education and all "siloed" resources from general and special education and from Title I are deployed to support all students' academic and behavioral success. The SWIFT project has lots of great resources on their website as well. http://www.swiftschools.org
Step 5: Identify which general education classroom each student will join in September 2014. Provide monthly professional development workshops for those general education teachers and other members of your students' educational teams. I would focus these workshops on 7 key topics: 1) the rationale for inclusive, 2) inclusive education best practices, 3) collaborative teaming and new roles for special educators as supporters of students' participation in general education instruction, 4) peer supports and cooperative learning, 5) universal design for learning and assuring access to all instructional materials, 6) planning curricular and instructional adaptations for students with intensive support needs to encourage their full participation, and 7) positive behavior interventions and supports. If you have students who use augmentative and alternative communication (AAC), workshops for those students' teams would be important as well. You might look for online webinars, conferences (one sponsored by the Colorado PEAK Parent Center is super http://www.peakparent.org), workshops offered by the Wisconsin Department of Education, or contact the Wisconsin TASH chapter to get recommendations for great workshop presenters ([email protected]
Step 6: Plan next year's school calendar so that each student's educational team has one hour of common planning time weekly. During these meetings each team will talk about upcoming lessons and units and discuss the supports that the students will need in order to fully participate and learn. You might use the instructional planning forms that I developed that are discussed in this article:
C.M., & Lambert, L. (2012). Inclusion means more than just being “in:” Planning
full participation of students with intellectual and other developmental
disabilities in the general education classroom. International Journal of Whole Schooling, 8(2), 21-35.
Step 7: Give each student's team a day's worth of planning time during the summer to get a head start on instructional planning. It will help all the students start the year off positively if the team feels as if they can "hit the ground running" on Day 1 with a couple of week's work of materials and other supports already planned.
Step 8: Write each student's IEP so that his or her goals and objectives are aligned with the Common Core State Standards and so that special education services are delivered within the context of general education instruction in the general education classroom. Go to this website to view a description of a webinar I did on this topic and then contact Cat Jones at the Univ. of New Hampshire's Institute on Disability ([email protected]
) to find out how to access the recorded version. http://iod.unh.edu/services/eventdetail/12-11-28/Webinar_Creating_Inclusive_IEPs.aspx
Step 9: Create your staffing schedule to maximize the time that special education teachers and related service providers are IN the general education classroom co-teaching whole group lessons, working with small groups, or providing side-by-side support to individual students.
Step 10: Encourage each student's parents to host at least one summer get-together for a few children who will be in their child's classroom. A low key play date in the backyard with one structured group activity goes a long way to help children feel as if they are "part of the group" even before the new school year begins.
The first few weeks and months will be filled with challenges and daily questions from staff so be sure that you are a daily presence in those classrooms providing leadership, encouragement, and tangible supports so that everyone can have a successful year.
Best of luck!
SORRY FOR THE GAP IN THE "DEAR CHERYL" COLUMN. LIFE JUST GOT AWAY FROM ME BUT YOU CAN EXPECT MONTHLY ENTRIES FROM NOW ON THROUGH JUNE OF 2014.
we’ve been back at school for over a month now, one of my students is having a
very difficult time adjusting to this new grade. It seems like we are back to “square
one” and we are all getting very discouraged. He is hiding in the bathroom,
refusing to do his work, lashing out several times a day, and we are at a loss.
A High School
Dear Guidance Counselor,
I can really empathize with you and although I don’t know
your student I do know there are lots of possibilities for what the source of
the problem is – not feeling well, sensory overload, frustration because the
work is difficult, and so forth. I do
have two ideas and related strategies that you might consider. Your team will
need to discuss them, maybe gather some data, and decide which
(if either!) of these ideas might make sense. I’d recommend that you pick a couple
of strategies at first –preferably those that have the highest team agreement
rather than an idea that one or two people like but the rest of the team aren’t
really committed to.
I would put lots of energy
during the next few weeks into the development of your student’s social
relationships. I know that you know how important it is for all students to
feel welcomed and secure on the social front. Otherwise all the positive
behavior support plans and curriculum modifications in the world won’t help at
First, make sure that there
aren’t any things standing in the way of your student feeling like a welcomed member
of the school and his classes.
Does he ride the regular school bus? Is he enrolled in general education classes? Is his seat in each classroom right alongside his classmates’? If he is supported by a paraprofessional, does she give your
student lots and lots of space…to get to the next class, to choose where to sit
at lunch time, to hang out with other students of his own choosing?
Second, find out what your
student’s interests are and then support him to join an
extracurricular activity that matches those interests. If you aren’t sure what
might really get him excited, pick an activity that lots of his classmates are
members of as a place to start. Have a chat with the advisor of that club or
activity, describe your student in a holistic way (e.g., shy, keen
on computers, loves music, uses a communication device, can be stubborn, likes
being “just one of the guys"), and then figure out how the other students in the
club can provide any supports that the student needs, before thinking about
whether he needs an adult to attend the activity too.
Third, after doing numbers
1 and 2, if social relationships are not happening and your student seems as unhappy as ever, he may need you
to take some very intentional steps to help create “community” for him. I
worked with a student some years ago who sounds an awful lot like your student. We
asked a bunch of students if they would like to come together with Brandon to
help figure out what was standing in the way of him really being part of the
social fabric of the school. We got an energetic student teacher to advise the
group, and they used a wonderful book called “Seeing the Charade” by Tashie,
Shapiro-Barnard, and Rossetti to guide them. It’s my experience that the group really
does require an adult facilitator. They could do “getting to know you”
activities, activities exploring various aspects of diversity (“How are we
alike? How are we different?”), and help figure out what seems to be standing
in the way. Brandon’s group told us that his paraprofessional was a big barrier
to his having natural interactions with his classmates. Your student’s
group could also plan out of school activities for the weekends. It is
important NOT to frame this as “we are recruiting people to be Brandon’s
buddies” but rather “Brandon would like to invite students to join this group
because he and other students we know are interested in how to build better
connections and friendships based on shared interests for all students in your
Assessment and Positive Behavior Support Plan
The nice thing about the principles behind FBAs and
Positive Behavior Support plans is that they don’t place the problem solely within
the student (i.e., “He’s just
doing it on purpose”) but rather acknowledge the interplay between the complexities
within each one of us, the environment, and the difficulties that so many of
our most vulnerable children have at school. This is a wonderful article about
people with challenging behavior http://www.dimagine.com/10things.pdf
It won’t give you the
1-2-3 steps to do, but may help you and the team keep the big picture in mind.
So, to sum up…be sure that
your student is experiencing a welcoming school environment, support him to
join some student activities, consider intentional community facilitation, and
then consider doing a comprehensive FBA to delve more deeply into the factors
that might be at play in your student’s difficulties with school.
We offer a 4 week summer program for our high school students with autism and other developmental disabilities. It consists of tutoring in reading, writing, and math as well as working on some community living skills like making store purchases, using public transportation, and so forth. Some of our parents aren't happy with this and want a more typical summer experience. I'm not really sure what would be appropriate for these students and "doable" given our tight resources? Do you have any ideas?
C.K., Special Education Coordinator
Dear Sped. Coordinator,
What a timely question! When students with disabilities are included in general education classes and other typical activities during the school year the way to extend those experiences to the summer is first to ask yourself this question: "What do students without disabilities typically do during the summer and how might I support our students with disabilities to do the same thing?" Although there are some differences depending on where students live (rural versus suburban versus urban communities) I see high school students working, hanging out with their friends, going to the beach, and maybe attending a camp related to one of their special interests. I've worked with many schools that partnered students with disabilities with classmates without to work at jobs like house painting, babysitting, doing light maintenance at a health club, and doing farm work. Many typical camps, town "Park and Rec" departments, and community agencies like the Boys and Girls clubs are eager to offer work and leadership development opportunities to the youth in their communities. In many cases, the school special education personnel provide some initial support to the student but the goal should be to rely mostly on natural supports in the environment. These summer learning opportunities are not only fun for students but can help students maintain their reading, writing, math, communication, cooperation, and self-advocacy skills in the most natural environments possible.
I'm concerned about the impact that having students with more significant disabilities will have on my general education students. Don't they draw resources and attention away from the rest of the class?
A Concerned Teacher
Your is a common question and I can best answer it in three ways. First, let me reassure you that the research - and there is over 30 years of it - shows that the learning of students without disabilities is not adversely affected by having students with disabilities as part of a heterogeneous general education classroom. It's important to focus on that word "heterogeneous." A truly inclusive classroom is one in which there is a "natural proportion" of students with and without disabilities. So in a class of 25 students, there should be about 3 or 4 students with disabilities and certainly no more than 1 student with an intellectual disability or other intensive support needs such as autism. If the ratios are heavily weighted towards children with disabilities, then that's not really an inclusive classroom! Furthermore, the research shows that students without disabilities have more positive attitudes towards people with disabilities when they grow up with and go to school with kids who have disabilities.
Second, there are a number of recent research studies showing that when whole schools or districts embrace inclusive education as a schoolwide effort - with strong leadership from the principal, lots of professional development for teachers, the availability of common planning time for teams - the academic achievement of all students rises! You might want to check out this article for a description of schools engaged in these inclusive reform efforts. http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Include,-Belong,-Learn.aspx
And third, your question about students with disabilities taking attention and resources away from the other students really makes me wonder if YOU are getting the support that you need. As you may know, students with disabilities educated in general education classes are entitled to supplementary aids and services to enable them to learn and those aides and services also includes resources for the classroom teacher such as training; special education personnel who come into the classroom to share the teaching load; assistive technology for students who have difficulties reading, writing, and communicating; and so importantly, common planning time. When I consult with a school district I say that the IEP team of students with "intensive" support needs must have 1 hour of common planning time weekly.
So to wrap up, I hope that you will sit down with the other members of your students' IEP teams and your administrators and have an honest discussion of what supports YOU need in order to teach all the children in your classroom well. You deserve no less and neither do they!
We have a 6th grader with Down syndrome on our team and we are wondering what the long term goals is for her. We're just not sure that a continued focus on academics makes sense for this girl.
Shouldn't she be focusing more on "life skills?"
B.R., Case Manager
The long term goal for any student, including one with Down syndrome, is to be college and/or career ready by the time she leaves school. Your team should develop your student's yearly IEP goals based on that long term goal and remind themselves of the long term goal frequently.
Desired educational outcomes for students with Down syndrome include:
- Become literate – read, write, communicate, compute.
- Acquire lifetime wellness habits (e.g., hygiene, nutrition, exercise, stress management, sexual health, drugs/alcohol).
- Develop work habits, earn money, manage money.
- Learn about the world – science, social studies, etc.
- Develop artistic talents (e.g., music, art, drama, dance).
- Be proud of being a person with Down syndrome and be able to advocate for herself.
- Learn to cooperate; acquire and sustain friendships.
- Develop ethics, caring, and responsible citizenship.
- Learn to drive and/or get around one’s community.
Years ago, the possibilities for people with Down syndrome were severely limited: congregate living, sheltered work or “day habilitation” activities, and social relationships only with other people with disabilities. In 2012 the possibilities for people with Down syndrome are limited only by our expectations for them and our creativity in providing them with the support they need to access those opportunities. One of the most exciting possibilities for students with intellectual disabilities is to go to college! The website http://www.thinkcollege.net provides resources related to this topic.
And how do we realize these goals for students with Down syndrome? Thirty years of research shows that students’ academic achievement, communication skills, social relationships, and post-school outcomes (i.e., living in the community, being maximally independent, being financially secure, the number and quality of their social relationships) are positively correlated to the amount of time that they spend in a general education classroom.
So keep up the good work of including your student fully in a rich academic curriculum.
I teach in an intervention program with high-risk 4 year olds. I have a sweet little friend who has the label of “developmental delay” and has begun getting served by resource daily. He is very affectionate and has recently begun trying to touch my breasts when he hugs me. When I try to stop him and tell him not to it turns into an awful meltdown. I've mentioned it to the parents, but nothing has changed. Is there a better way that you can think of to re-direct my little guy without causing so much upset? I made him a social story book at the beginning of the year. Do you think a page about appropriate touching would be a good idea? Do you have any other ideas? I didn't realize how many children I was going to be advocating to get services for... my goal is to get things taken care of before they start the kindergarten next year.
Thanks - T.M., special education teacher
Yes, I think using a social story is a great idea! Try it out and see what happens. I also wonder if you might ask yourself (and the other members of this little one's team) WHY they think he is doing it. Having a hypothesis about the causes and functions of this behavior will really help you tailor supports in a more precise way.
Some questions you might ask/discuss are:
- Are there certain times of the day when he does this?
- During certain activities?
- BEFORE or AFTER certain activities?
- What need is being met by him engaging in this behavior?
Curiosity about anatomy/bodies?
Dear Cheryl: I'm a special eduction teacher at an elementary school. Our administration pays lip service to inclusion, but really isn't committed to following through. What can I do to to help them see that this issue is so important? Thanks - B.R., special education teacher.
Dear BR: How frustrating! What we know from the research is that inclusion is much more than students just being "in" a regular education classroom - it's really welcoming all children into our classrooms and schools and providing students and staff with the supports they need to be successful. Here are two ideas for engaging everyone in the conversation about why and how inclusion works best for all students.
Idea #1: Establish an Inclusive Education Implementation Team. This team is comprised of key stakeholders such as your principal, special education coordinator, general and special education teachers, related service providers, and a parent/guardian. The team's role and responsibilities include:
- Model inclusive values and practices.
- Identify key issues/concerns
- Develop a plan for building consensus by researching options, reading literature together, engaging in critical dialogue, visiting other schools
- Draft, vet, finalize, and share with whole faculty a Mission Statement re: inclusive education.
- Create needed infrastructure and oversee an implementation plan for inclusive education.
- Identify and use data management systems to evaluate the quality of student and team supports, and student learning.
- Plan and provide job-embedded professional development.
- Actively communicate with staff members, families, school board, community (internal/external stakeholders) regarding inclusive education.
Idea #2. Start an Inclusive Education Professional Learning Community (PLC). It's probably the case that everybody in your school has a different idea of what inclusion is, its effects on students with and without disabilities, and the resources needed to make it work. A PCL is a small group of people who commit to learning about an issue together. Members of a PLC might pick a book to read and discuss together (my Inclusion Facilitator's Guide; Paula Kluth's You're Going to Love this Kid!); they might do a literature search on inclusive education to find out what the research says; they might watch a video about inclusive education and discuss their beliefs and values about disability and diversity.
The first step to moving from "lip service" towards being a school that welcomes all children is the development of shared understanding about and commitment to inclusion. This doesn't happen overnight but both of these suggestions might help get you there.
Best wishes and good luck,