Ideas for Inclusion in Regular EdI think suggesting an inservice would be a great idea. That way, you don't have to single any teachers out. Here are some resources that might be useful for the inservice or just for sharing with the teachers: http://www.paulakluth.com/ (lots of books and free articles on inclusion and differentiated instruction) http://www.tasksgalore.com/PeekInsideClimbingArtObstaclesinA utism.htm (a book about art projects for students with autism) Nicole An inservice is a great idea. The website Positiveautism recommended, is also great. Paula Kluth has fantastic ideas. Her book, 'You're Going to Love This Kid!', about how modifying instruction, shows real-life solutions that teachers can use at any level. I think Ms. Kluth is well-respected also because she was a teacher and knows the challenges schools and teachers face. But she also has an amazing insight into reaching and educating kids with autism.Right now, I'm reading her book on teaching literacy to kids with autism and her chapter on teaching to so-called 'low functioning' kids blew me away. Anyway, good luck. You may not change thinking overnight, but opening this dialogue and bringing new ideas to the table could make a real difference for your kids and many others. I think that a school's culture really determines the success or failure of inclusion attempts, and it's hard to change the culture from the bottom up (as a teacher or as a parent). The commitment has to come from administration, with clear expectations plus "put your money where your mouth is" (paying for workshops, co-teachers, etc). Our local junior high doesn't want students with special needs, and even a parent who was on the autism society board and had experts on her side could not achieve successful inclusion for a high-functioning teen with Asperger. I think it's a good idea to build on the success you're having with gym, and maybe try art inclusion on a limited project-basis (for example in connection with a holiday or an autism/disability awareness day). Good luck, and keep up the good work! I think that if you wish to change attitudes you will have to show folks how to do it. You will have to judge for your self if it is worth the effort, but look at my signature if you want to know what I think about fighting the good fight We met with resistance to including our son, similar to what you describe. We kept up the effort but gave up when it was apparent that the school was willing to make our son suffer rather than try to do it right. I wish we had someone willing to fight for him so he'd be included rather than being warehoused in an special class. It is possible though that with some training and a push or two from administration - the principal might be able to make a big difference here - she could "see the light." However, she needs support more than she needs a fight. My husband is a regular ed teacher, as is my mother and mother in law. I know from watching them that it can be frustrating to include a special needs child when they are not familiar with the child at all or with how to prepare modifications and accomodations. Usually they need a special ed professional to help them at first, and then as they get the hang of it, they can take over doing it themselves. So while I understand why you want the art teacher to prepare modified material, that is probably what she thinks she is already doing and may not have any idea why you are unhappy with it or what would be an alternative. You would have to show her what would be appropriate, probably many, many times before she got the hang of it. It's just like with our kids and their lack of social skills - they often get "punished" by their peers for things that the other kids think they ought to know how to do. This teacher is coming from a similar place - she has absolutely no idea how to do modified work. She thinks she's doing it right, and needs guidance and explanation. As hard as it is, I would recommend you "kill her with kindness" if you decide to pursue having her include your students. HTH I don't have an answer for you. But as a teacher I can tell you that general ed teachers don't want to include our kids. I have a cross categorical mild/moderate class. When I put out emails for mainstreaming for PE I got one response out of 5 teachers that said they would take 1 kid. My director wants all kids mainstreamed, but what she doesn't seem to consider is that I do not have the authority to force my co-workers into taking the kids. I think this "order" has to come from administration. I teach younger kids than junior high. Your students that are mainstreamed for art and PE, do they really get any social interaction with peers. I have a NT 7th grade daughter, and while I'm sure she would go out of her way to talk to a child with special needs because she has a little sister with autism, I'm not sure your typical junior high kid is going to include the sped kids. My question is are your students really getting any social interaction or are they just in the same room as their non-disabled peers? I was a little scared to post about this, because my last post ("mainstreaming") did not go over very well. I do think that I'm a bit of an outsider on the "parent" forum and I completely understand. I do want to make it known that I have a passion for teaching kids with autism and I wouldn't devote my life to it if I thought otherwise. I make all decisions regarding my students on an individual basis, and I like to think that my autism classroom is one of the "positive experiences" in the world. I am having a lot of trouble with my school accepting my kids. This is the first year that the program has been at the middle school level. They have a self-contained "cognitive impaired" class that has been here for a few years. In the past, these kids have had their "own electives" - as in "special ed PE" and "special ed art" where the teachers get paid extra to take on a class of 5-6 self-contained kids. Well, of course this is not right. I just think they didn't know (I don't know how) - but how could they not know? At any rate, the teachers are not used to "including" kids AT ALL. The self-contained cognitive impaired class is MUCH higher functioning than my students and even THEY were given "special classes." This is one thing that I definitely don't agree with and wouldn't allow for my students. They deserve to have art class, PE class, just like their friends. We won't go into details about self-contained versus mainstreaming/inclusion, because that's not what I'm here to talk about. My problem is that the teachers don't want the kids. It's awful, I know, and I don't know how anyone could have that kind of view... but they do. They think it's extra "work" to have them on their roster. Our PE teacher has really embraced them, he gave us mats for the classroom "crash corner" and is just all around a nice guy. They have PE on day 1 and art on day 2 (we alternate electives for 2nd period). Art class is a lot harder. The teacher has the kids sitting at a separate table doing separate "baby" projects each day. I know she means well, and she does enjoy them being around, but it's very obvious that she doesn't want the kids in her class. She has told administration that it's "too hard" to run a class within a class. My point is that it shouldn't be a class within a class, it should be ONE class, with modifications so that ALL kids can participate. She really doesn't understand. She has said that she'll "agree to keep them" if I can modify all of the lessons for her. I already have my own six subjects to teach and modify for a span of levels, I shouldn't have to do hers too? So, what I'm wondering is, is it worth the battle? Do I fight to keep my kids in a class where they are obviously not included approrpiately or wanted? I feel like I fail as a teacher if I give in and say, "Okay, they can just do art class in here" or "yeah, you can just leave them at the separate table" because I KNOW in my heart this is not how it's supposed to be done. But at the same time, my kids are very aware. I do NOT want them in a class where they come in ZERO contact with other kids and the other teacher doesn't want them there! I might as well do fun stuff in here with them! I just need some insight on how I should proceed. As a parent, would you fight for the inclusion with appropriate mods/supports in regular ed with a teacher who really is adamant about them not belonging in there, because that is what is RIGHT? Or would you let them get ZERO peer interaction (aside from day 1 gym and lunch) but keep them in class and do something more useful with them? I want to fight it, but you can't change people's attitudes. The whole school thinks this way. We have worked hard to "integrate" the kids into the community but are having a heck of a time. I started a birthday club where people could sign up and we will come sing them Happy Birthday on their birthdays. This has gotten people to see the pure joy that I get to work with every day, and that is a good thing. We also post all of our work outside our door and invite people to come in and see what we're doing. It's a lot harder at the middle school level to come up with appropriately modified activities in the electives classes. I feel like it's a neverending uphill battle and I'm not sure which way to advocate for my kids. Any insight/thoughts are welcome. (This is not an inclusion debate, this is for your thoughts on this specific situation... thank you.) Teacherintx, I appreciate your passion and desire for your kids' success. I think you should have a heart to heart talk with your administrators. If the commitment does not come from them it is like pulling teeth. They need to provide training for the other teachers as well. Until the art teacher learns to do better I agree with you about doubling up on P.E. I would ask that the P.E. teacher be trained snsp. Concernedpa. No, they really do not get social interaction. After thinking about this moretoday, I decided that I am going to request that they get two periods of PE. This really is their most social time, they can easily participate with minimal modifications, the teacher is nice to them and wants them in there, and they get their sillies out. I think this is the best option, at least for now. Unless any of the other parents have other ideas for how my guys can be included. I work as a one on one aide in a middle school. I have just completed a great workshop on inclusion. I was wondering if you could get your administration to provide some required professional development on inclusion. The theme we got out of our workshop was that we should expect our special ed kids to succeed by presuming competence, just like we expect their NT peers to succeed. We should aim high and provide all of ther supports to make it work. As part of my workshop, I received the book "The Beyond Access Model." My experience in 7th grade is that the teachers are awesome. Everyone one has gone out of their way to accept all students. What makes it different here? I can't help but think that some of it comes from the administration, some from the professional development that all staff have, and maybe some from the staff themselves who work so hard as a team for all students. teacheritex: You sound like a dedicated teacher who really cares about each of your students. Don't lose faith, you will make it work. I can tell. I only wish that your teachers would be as cooperative as the teachers I work with. I agree, a good start is changing attitudes even in our own thinking and providing opportunities to change other ppl's... especially those in admin. For example 'diversity' is often talked about and celebrated... we need to add "and ppl with disabilities" to diversity and equality discussions. Ppl with disabilities are the largest minority in the US and the most marginalized. It makes economic sense especially when 75% will remain unemployed in large relation to prejudice. Inclusion not only provides opportunities to children with disabilities but it allows typical kids to recognize they can work in a world with ppl who do things and use different tools than themselves and perhaps, have similarities that they didn't consider. One of my favorite articles: THE ETIOLOGY & TREATMENT OF CHILDHOOD what teacher wouldn't tremble in fear.
|
||
|
Copyright Autism-PDD.net |
