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I found the Synergy Quantum Academy online speech therapy system interesting because I had previously thought all speech therapy had to be in person. The availability of metrics was great. Being able to pull status numbers quickly is always a great tool to have.

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I was shocked to learn that "Recent research conducted by UNICEF in 13 low- and middle-income countries indicates
that children with disabilities account for a disproportionate percentage of children out of school." I find it unbelievable that any child would be denied access to education.

In the United States, students with severe
emotional and behavioral disabilities represent less than one-half of one percent of all students. This is important as the author indicated that there is some evidence showing that more than one student with a severe emotional disability can detract from the instruction of all students in the classroom.

In the portion of the article that covered teachers' attitudes toward inclusion, I found it inspiring that IEPs showed an increase in expectations for the students in the objectives section when the student was in an inclusive classroom. Having the general education teacher as part of the IEP team will create achievable stretch goals for the student.

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Mogana:
1. It is really amazing to know that within Europe, for example, Cyprus, Lithuania, Malta, Norway, and Portugal educate more than 80 percent of students with disabilities in inclusive settings.

2. Teacher training, appropriate interventions, inclusive attitude of teachers and school wide collaboration is important to achieve success in creating an inclusive environment thereby paving a path for school-wide improvement. I liked the thinking about valuing diversity in everything; not just cultural diversity or racial diversity, but diversity in how we learn and diversity in economic factors.

3. It is really interesting to know that around one-fifth of general education teachers who teach students with disabilities report that they do not have adequate support, and one-third feel that they were not adequately trained to support students with disabilities in their classrooms. This makes me think about how inclusion has been done theoretically and not practically.

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Mogana:
People with Central Auditory Processing Disorder (CAPD) have speech delay and have normal hearing tests which often result in a delay in diagnosis. It is the ear version of dyslexia. Educators and health care professionals need to have a high index of suspicion for CAPD whenever there is concern for accurate verbal comprehension in spite of a normal hearing test.

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Mogana:
The videos and the article gave a much deeper insight about the various disorders, techniques, technology and the power of rightly supported inclusion.

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In the video about Aphasia, I was struck by David's words when he said that he lost touch with his friends and a part of his family because of his diagnosis (he could not talk to them, they could not talk him).  Speech and language therapy helped him and he said that  group speech, he said it was a safe place to practice.
This made me stop and think about how much Aphasia would affect children's lives socially as they are at the sensitive age where they are learning to socialize and how to maintain healthy friendships.

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1-Many countries around the world have pledged to support inclusion for people with disabilities and that the inclusion rate has grown considerably, but this progress has been uneven. Many countries have enacted policies to promote inclusion, while others have been slow to shift from a segregated education model. Poorly trained teachers and inaccessible school buildings and curricula are some problems inclusion is facing.

2-Research done in different countries concluded that inclusive education benefits both students with disabilities and without disabilities academically and emotionally.

3-A Universal Design for Learning (UDL) helps achieve inclusion as it requires that schools design curricula to accommodate the diverse strengths and weaknesses of all learners, both those with and without disabilities. All students benefit from a combination of hands-on, auditory, and visual learning opportunities in the classroom.

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I was really astonished to read in the article about inclusion that as late as 2011 developed countries like France, Germany, and Belgium continue to educate almost all students with disabilities in separate settings.

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In the Inclusive Education article it states that “Political pressure may resist inclusive practices as they may threaten the status quo of segregation.” In order for inclusion to be fully successful around the nation it is going to have to be advocated from the top down and the bottom up.

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1. The four categories of the education experience are exclusion, segregation, integration, and inclusion.

2. Inclusion greatly benefits non-disabled students. It reduces fear of human differences, increases comfort and awareness, increases growth in social cognition, improves self-concept, develops personal moral and ethical principles, and encourages warm and caring friendships.

3. Research shows that students with down syndrome in inclusion settings are about two and a half years ahead when it comes to expressive language and more than three years ahead in reading, writing, and literacy skills than students that are in segregated programs. Students with down syndrome are also more accepted by their peers, have better social relationships, and are less lonely when in inclusion classrooms.

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The AAC video gives two real life examples of families and their children who have had their lives changed because of AAC. The children are able to learn how to communicate with their families and their families are now able to understand how they can help them. It gives children that might be nonverbal a voice.

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Something I found helpful is that supports do not need to be in person like with Cynergy academy and that is incredibly helpful for students when they are not at school and it can serve specific needs .

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1. I enjoyed seeing the visualization of what inclusion looked like and it was an easy way to remember the differences between exclusion, segregation, integration, and inclusion and reminding yourself what that looks like visually can help you in the long run.
2. I enjoyed reading about ways that students without disabilities can benefit from inclusion. Many researches conclude that students without disabilities are not harmed academically when inclusion is happening.
3. Many teachers attribute their hesitation to include students with disabilities to a lack of proper training. It was shown that many teachers do not feel confident in their training to support students with disabilities and I think that is something that we need to fix in the educational world.

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1. Teachers attitudes towards inclusion is often negative.
2. Inclusion is often at odds with cultural attitudes that have stigmatized disability and led to segregation or practice based on pity.
3.There are significant benefits for students who are educated alongside their non-disabled peer. It can bring positive benefits.

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I was surprised to learn that you can participate in online speech therapy. I assumed all speech therapy had to be in person.

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I was astonished with the number of children not attending school in India due to their disability.

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I was surprised about the choice of online speech therapy. The video allowed me to reflect on the effect Aphasia has on students socially and emotionally. It gave me a different perspective on how to meaningfully support these students.

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1. Educators DO, and will continue to require training on inclusion. Exclusion, segregation, integration and inclusion are all different ways that educators can distinguish and tackle as they become more knowledgeable.
2. The research on down syndrome was eye-opening for me. I really liked seeing that there was more acceptance for students with this disability.
3. The UNICEF research was also very surprising for me. The results are clear evidence that most people would rather be in denial of a disability and educating people with disabilities, regardless of the positive effects.

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As always, I learn more than I knew before or what I thought I knew. The videos remind me that we definitely have made strides, but still have log way to go when it comes to educating and accepting disabilities globally!

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In the Augmentative and Alternative Communication I found that listening to the mother talk about how impactful the iPad device has been on her son was so important. Using the iPad at home and at school is can really help families at home communicate with their children.

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Véronique: CAPD is like dyslexia for the ears! 

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Véronique: CAPD is like dyslexia for the ears! 

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I never heard of CAPD (Central Auditory Processing Disorder). It is believed that 5 % of the human population suffers from CAPD, and that it is usually difficult, or can take a long time to diagnose. The individual has no issues with speech delays, or with their ear or hearing (hearing tests will look good), but the brain does not process the sounds correctly. So it's like dyslexia for the ears. The individual will hear "The boy jumps the fence" but the brain will not make sense of it, or the individual will add will add extra sounds to try to make sense of the speech they heard.

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1. It is really interesting to see how different countries have approached inclusion. Before 2003, students in Brazil with a disability were enrolled at an entirely separate school.
2. Although an international "consensus" on inclusion exists- the idea that it is needed- however, students with disabilities still make up a disproportionate number of children out of school.
3. I loved the point that was made about inclusion benefitting non disabled students around the globe. Recently, I have been able to see how inclusion can serve as an important catalyst for growth in both students with disabilities and students without disabilities.

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I found the articles and videos came to me during a week where I needed them. I suppose it is the time of the year, but work has definitely been challenging lately and these articles presented new information that I needed to hear.

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I watched video 4, which focused on AAC through Chapman University. I genuinely appreciated the wide spectrum of challenges presented in the video- and how technology helps unlock an individuals voice! I believe the devices this past decade have evolved quite a bit... and are much more useful as opposed to the old boards that were implemented in the curriculum.

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I watched video 4, which focused on AAC through Chapman University. I genuinely appreciated the wide spectrum of challenges presented in the video- and how technology helps unlock an individuals voice! I believe the devices this past decade have evolved quite a bit... and are much more useful as opposed to the old boards that were implemented in the curriculum.

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1. I found it interesting to see that in developed countries in Europe the percentages of students with disabilities in inclusive settings varied greatly.  Countries like Norway, Cyprus, Lithuania and Portugal educate more than 80% of their students with disability, where as France, Germany and Belgium educate most of their students with disabilities in separate settings.
2. I really appreciate seeing that having inclusive education settings has benefits for all socially and academically. It even has positive repercussions outside of the classroom, in society, making our communities more inclusive.  Showing students that we are all different, that there is no one right way to learn, that we can all accomplish our best and that everyone matters is so important.
3. I also loved reading about the Boston case study, and how the schools who have inclusion as their core mission, are actually more collaborative work settings. Instead of working in isolation, teachers and staff are all working together, troubleshooting and problem-solving to meet everyone's needs. We should work like this more often in all sectors!

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1Several recent reviews have found that, in most cases, the impacts on non-disabled
students of being educated in an inclusive classroom are either neutral or positive.
2There is evidence that inclusive education is beneficial for the development of
language and literacy skills among students with Down syndrome.
3I enjoyed seeing the breakdown and data taken on different aspects of inclusion