Canvas by Bradley Robinson

The parent’ perspective of inclusion (Rebecca on her daughter (Jamie) in inclusion in middle school and high school

brobinso0021_1_1 — 2024-05-20 06:12:45 UTC

After watching my daughter with developmental disabilities participate in inclusive classrooms for the past 10 years in five different schools, I am still amazed that a debate exists on whether inclusion is a good idea. Sure, she has encountered classmates who have given her a hard time and some staff who were wary of her presence in their class.

But the many positives like watching her leave for a year-end school trip to New York City for a week and seeing her watercolor on display at the Gallery Exhibition of her high school’s Fine Arts Week have erased any doubts I have had.

When glancing at the dozens of notes from classmates in her yearbook as the school year ended, I notice that many of them start with a sentence like, “Biology was a blast…” or “I’m glad you were in my English class….” To me, the benefits of an inclusive experience, even for children with significant disabilities, are obvious: sharing important life experiences with all the other kids; learning important skills, like how to budget for the gift shop on a field trip and how to avoid the busiest time at the cafeteria during lunch; getting opportunities to be recognized for your contributions; and maybe most important having fun.

The advantages and disadvantages (if any) of inclusion programming as experienced by this family

brobinso0021_1_1 — 2024-05-20 06:13:04 UTC

But recently, parents of children with disabilities on several state and nationwide listservs have been the ones leading the charge in advocating for specialized schools and separate programs. As a friend said to me, “I can understand why some families would want their child to be Homecoming King or go to prom in a separate place where they feel valued instead of always being on the outside.”

The term “inclusion” many families have experienced has not been genuinely inclusive and they are opting for separate programs that they believe will be more welcoming. It may be time once again to revisit the definition of inclusion. Students with disabilities who are unwelcome, not encouraged to participate, and share only physical space with their peers are not having an “inclusive” experience. No wonder so many families—and some professionals—are saying inclusion has failed, especially for our students with significant disabilities.

The role of the school and educational professionals in facilitating effective collaboration between school and home (e.g., in the past, what particular activities or practices have helped the parent feel more comfortable with working with the child’s teacher or school staff?)

brobinso0021_1_1 — 2024-05-20 06:13:22 UTC

Authentic inclusion requires as much focus on communication, interaction, and relationship building as it does on curriculum modifications and accommodations. Important components of inclusion include intentional planning, teamwork and team planning time, interactive and hands-on ways of exploring subject content, a truly flexible curriculum, and commitment from school leadership to support staff with the time, resources, training and vision necessary to implement inclusive practices. Leadership support for high-quality and continuous professional development also is critical in equipping school staff for a very different way of teaching than most of us experienced when we were in school. Most importantly, students with and without disabilities need opportunities to participate together, interact, and contribute across school environments.

What are the needs and expectations that the parent has from teachers and other school professionals?

brobinso0021_1_1 — 2024-05-20 06:13:52 UTC

Many students with significant disabilities are never asked what they want to do after finishing school. They are slated for whatever program is available in their community. But expanded opportunities and experiences for students in inclusive schools can shift community expectations over time. In the past year, our community has added a program at a small liberal arts college for students with cognitive disabilities. My daughter’s dreams may indeed lead to the reality of an authentic college experience after graduation

What helpful advice can the parent provide regarding how the teachers/staff can best meet the child’s academic, social, behavioral, and emotional needs while in the classroom setting?

brobinso0021_1_1 — 2024-05-20 06:14:08 UTC

Here are some questions to ask yourself about your own school’s effectiveness in providing inclusive, meaningful learning experiences for all students, both with and without disabilities:

In the Classroom:

• Are all students sitting together? Are any particular students isolated or alone with an adult?

• Are all students asked for responses and encouraged to participate in class activities?

• Are there a variety of ways for students to participate in activities?

• Is there evidence of active learning?

• Are all students working in the same curriculum at varying levels of complexity?

• Are students supporting each other?

• Does each member of the teaching team express ownership for all students?

These questions the mom said she asked the school during the IEP meeting or parent conferences she had for her daughter.

Additional areas of interest can be addressed in the interview (ask questions that are of interest to you!).

brobinso0021_1_1 — 2024-05-20 06:15:13 UTC

General and special educators, paraprofessionals, therapists, and others are all part of a team working fluidly throughout the day. In my daughter’s middle school, two general educators and one special educator worked together as a team supporting classes of 45 students.

Expanded opportunities and experiences for students in inclusive schools can shift community expectations over time.

To be effective, inclusive practices require intent, planning, teaming, creativity, and support from leadership. When schools commit to inclusive practices, they are providing the structures, supports, and expectations that help all students reach their maximum potential. Perhaps more importantly, they are creating an environment where students and families feel welcome, safe, and valued and—at the same time—set an important example for the larger community on the importance of everyone having a valued role and making a contribution.