Tag: inclusion

Modifications

Modifications are critical and essential for some students.

A modification reduces the depth, breadth, and/or complexity of a task or lesson.

Modifications are determined by the IEP team to ensure the student has access to the instruction.

Modifications are only used as a last resort.

But what are they???

Defining modifications is challenging because they are not a “thing” that can be held, but rather, a process for evaluating a lesson, determining essential learning objectives, providing targeted activities, and assessing for learning.

Still confused?

Let’s talk about what they aren’t. Modifications are not prepackaged products, worksheets, a set of curricular materials, or different tests. Modifications cannot be bundled up and put in a box.

Modifications are systematic decisions. Decisions about what to teach, what vocabulary to use, the amount of guided or modeled instruction versus independent practice, determining what the objective is for the moment, the day, the week or the unit, and analyzing the student’s interaction and engagement with the learning to determine if they met the modified expectation.

So, let’s try defining it again.

Modifications are systematic, individualized, instructional targets specifically designed for students who cannot access, participate, and/or demonstrate their learning without them.

Teach the Future

It feels like every day I am hearing or reading a new story about the use of AI (artificial intelligence) in everyday life. For example, as I write this blog, a series of gray words show up as Word predicts my next word, phrase, or sentence. I can understand the hesitation to embrace new technology, but I also appreciate the benefits. I have never been a strong speller and auto-correct has created more problems than it has helped. However, as technology gets “smarter” it is better able to support my weaknesses and increase the strength of my writing.

Our youth have had the benefit of the squiggly lines that appear when a word is misspelled or the grammar is incorrect and with a few clicks, they receive options to correct their writing. I can hear the arguments, that they need to learn to spell rather than relying on technology. But do they? What will their life look like as an adult?

My school was progressive and we had a computer lab that was built when I was in 4th grade. If the teacher had told me that one day I would carry a better, faster, more powerful computer in my purse, I would have thought he was crazy. Yet, that is something the majority of us do daily. I actually have two small computers, referred to as cell phones, in my bag on work days; a personal one and a work one.

The speed with which the world is changing is very apparent in technology, but change is happening in a million small ways all the time. The challenge for our teachers is to teach a student for the tomorrow that we can’t envision today.

Students with disabilities need us to teach them to use the most advanced technology and tools. While the specific tool may be extinct by the time they graduate, there are similarities across next-generation technology that help us all learn the new system. However, if we relegate students with disabilities to the older, “tired and true” technology or to technology that doesn’t have internet access because it reduces distraction, then we depriving them of the skills and exposure to tools necessary to thrive as an adult.

How do I know they won’t learn the skills later? Reflect on the skills of your grandparents and their understanding of the internet, online calls, and social media. My grandmother couldn’t understand how to use the cell phone. A wireless phone was the modern technology of her time. And, learning to use a computer was too complicated because she didn’t have any prior experience to lean into.

Students have started a new school year and there are a lot of projects, units of study, and group projects ahead. I encourage teachers and parents to think about how to engage their students in the content using current technology including AI. For instance, can the student ask AI to change the reading level of an online book? Or create a summary of a book written at a reading level that matches the student’s skill? Can they ask AI about a topic and then verify the accuracy using internet searches and online resources? Can a student draw a complicated picture to represent a scientific concept by describing what they want to AI? These ideas and more will support inclusionary learning while preparing the student for a rich and successful adulthood.

Change is Happening

I will admit, I typically focus on the work left to be done. I get frustrated with how slowly change occurs and sometimes, defeated. There are so many opportunities we still aren’t leveraging. Too many people are living below poverty because they have been told they can’t work and receive benefits (which is a myth, but that’s another post for another day.)

But lately, I’ve noticed something. Change is happening.

I first started to notice the change in women’s clothing vendors. I am, like so many women, am not petite and without curves. Therefore, when companies like Girlfriend Collective and Summersalt feature a large variety of body types, I notice.

Suddenly, I notice that companies are not only inclusive of body shape and skin color. They are also creating adaptive wear, designed to support independence and fashionable options. And to make it even better, the clothing looks great! This kind of business model makes me take notice. For instance, Aerie has adaptive underwear, supports Special Olympics, and includes athletes as models. Tommy Hilfiger has a whole line of clothing for boys, girls, men, and women. They have specially designed magnetic buttons, pants with legs that adjust in length or width to accommodate prosthetics, and wear designed for sitting.

Are these small changes enough? Does including a person of color, or of various body shapes, or with a disability really make a difference? Is it enough? Yes. It is. If you have any doubt, then this photo of a young man at Target should convince you otherwise.

When we see ourselves reflected in the pictures around us, it matters. The media can tell us we are of value simply by showing people like us positively and respectfully. This is so simple, and yet, it is so powerful.

Change is happening in a million little ways, and each little thing will add up to the big changes we need to empower everyone.

This post is not sponsored. These vendors have captured my attention due to their inclusive practices.

Words Matter

One of the biggest lies I was told as a child is the saying,

“Sticks and stones will break my bones but words will never hurt me.”

Words do hurt…a lot. Words can cause wounds that never heal, festering just below the surface like a toxic infection.

Words do matter.

Each year additional words are added to the dictionary as a result of common use in the culture. But what if we worked to systematically eliminate hurtful, pain-inducing words? I would like to nominate 3 words to be the first to be eliminated: nonverbal, inclusion, and can’t.

Nonverbal is misleading and inaccurate. All humans communicate, it is just that some are using a language that is not shared with the listener. Think about the experience of watching two young toddlers who are babbling, but not using more than a few understood English words. The two babies will babble to each other, interacting for an extended time, and often engaging in other activities together side-by-side. They are communicating something, but they are doing so in a language their parents don’t understand.

I have had students whose disability limits or restricts verbal speech. However, after getting to know the student, the para, peers, and I could understand the individual’s various facial expressions, gestures, or other sounds. We were communicating, albite in an unconventional manner. You see, no one is actually, completely, and fully nonverbal. Non-speech, non-signed language, or some other qualifier, but they are not fully nonverbal.

What about inclusion? Certainly, we need it, right? Wrong. We only have the word inclusion in our vocabulary because we have exclusion in our hearts or minds. Categorizing humans by ranks, castes, cliques, or groups is a sophisticated way to refer to exclusion. If we are all genuinely included, then exclusion becomes meaningless. Doesn’t that sound lovely, a world without exclusion? I continue to hope we will come to a point in our treatment of each other that inclusion, and its converse, exclusion, become meaningless and inconceivable by others. I long for the day that honoring and empowering each other is our culture.

Finally, I urge everyone to remove the word can’t from their vocabulary. Can’t is only true if you let it be so. The implication and unintended consequence of using the word “can’t” is that someone believes you. This is a large world full of possibilities. There is no room for can’t in the middle of possibility. I instead, true to use the phrase, “not currently.” For example, my child is not currently speaking. Or this young student is not currently reading independently.

These are three words that hurt my heart each time I hear them. I would love to know which words you would choose to eliminate and why. Feel free to add your thoughts in the comments and begin the work of eliminating words.

By the way, here is a blog with some other recommended words to eliminate if you are interested in a writer’s viewpoint.

Have You Considered College?

I still remember the day I received my letter of acceptance to college. I waited each day for the moment I could check the mail, hoping for the “big” envelope, meaning it included the acceptance paperwork. (Yes, the reliance on the post office indicates that this was quite some time ago.) Reading the first few words, “Ms. G–, We are pleased to inform you…”, my heart started to race and my mind realized that the dream was now a reality.

The next four years went by so quickly. The classes were only a small part of what made college a learning experience. I learned how to live on my own, cook new things, manage laundry and homework, and try out new activities. I discovered the qualities in a friend that are most important to me, my political beliefs, and passion for empowering others. My time at college laid the foundation for my professional and personal life.

The link between college and adult success is well established in research. In addition, for a large number of careers, a college degree is required. These are a few of the reasons for the work of the Think College network.

“Think College is a national organization dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability.”

ThinkCollege.net

Students with intellectual disabilities, or cognitive delays, can benefit from college in the same ways as their peers. The programs vary in structure, but there are some common traits. One is the commitment to inclusive experiences, either in classes, work preparation, social experiences, or a combination. Students will work within their area of passion and career interests, developing the soft skills that are essential to successful employment. This includes skills such as debate, negotiation, and working collaboratively.

Almost every state has at least one Think College program at a university or college. Students considering college, just like their peers without disabilities, can apply for out-of-state colleges or universities that most match their interests. In some cases, financial aid is possible, eliminating a financial barrier to participation.

To learn more, visit ThinkCollege.net.

Invisible Inclusion

Inclusion is the dream, the goal, the hope.

To understand the drive for inclusion, we must first understand the past.

Less than 50 years ago, a child with a developmental disability, or cognitive disability, was typically shepherded away to a “home”, which is a nice way of saying institution. The children traditionally spent their whole life there hidden from society, and kept out of sight.

Can you imagine having to give your beautiful new baby to a “home?” Many parents couldn’t, and, as a result, they refused to send their children. Instead, the parents chose to become their teacher, therapist, and, ultimately, their advocate. As they continued to seek more traditional opportunites for their child, they challenged schools to open their doors and accept their child as a student.

Parents’ requests were eventually heard and change occurred. Schools offered programs for students with disabilities, some even on the school campus. Space for the students was found in basements, boiler rooms, back hallways, or other secluded or underutilized spaces.

The programs offered by schools were still separate, and not equal. Families, educators, and advocates together encouraged continued changes within schools, seeking equal experiences for students with cognitive disabilities including opportunities to make friends, play on the playgrounds, eat in the cafeteria, learn alongside their non-disabled peers, and in short, be seen.

School transformation continued and students with disabilities were more often seen throughout the school buildings.

This has been a long journey, and today, you will find many students with developmental disabilities sitting in the general education classroom.  Their special education supports primarily occur within the general education classroom to minimize removal.

But, is this inclusion? I will argue no, in many cases the student with cognitive disabilities and/or complex needs is moved into the general education classroom along with their paraprofessional. The instruction throughout the day consists of separate, not equal materials. The para and student interacting and doing their own things, often with little to no connection to the general education instruction.

 I have been guilty of using this model myself, thinking it was inclusion and therefore, the right thing to do. Looking back I realize that all I did was move the special education classroom. The student was still not included.

You see, it took time to understand, truly understand, inclusion is not a setting or a place. When done correctly, inclusion is invisible.

Inclusion is the belief that the student is as much a learner as every other student. Inclusion is teaching challenging concepts because you know the student can and will learn. Inclusion is encouraging dreams, goals, and reaching for more. Inclusion is the right to choose your friends. Inclusion is the opportunity to debate and refuse. Inclusion is being held to high expectations.

In short, inclusion is the belief that all students are students. When this belief is communicated in action, then we don’t simply debate geography, or the location of the student’s desk when creating the schedule. Instead the plan focuses on learning, intervention, and the student’s work toward obtaining their postsecondary goals.

I will know we have finally achieved inclusion when we no longer need to label it, because, we simply believe that all students are, well… students.