Community Living Ontario

 

 

 

 

Please click on the image below to view the PowerPoint slides from this webinar.

Question from this Webinar

Here are the questions from participants answered by Susan Beayni:

1. What can we do to support a family's vision, and the needs of the staff/students when inclusion poses a threat of safety in the classroom or school?
2. We have been told often that we are not being realistic…other than getting angry is there some advise you can offer an example how others handle this- for example I have been told that coop is not feasible for my child.
3. They say I am looking at my child’s education thru rose coloured glasses and there just is not enough $ – any thoughts on holding a vision in spite of the response we don’t have the resources for that.

And question answered Sheila Bennett:

1. We are with a public school board that has a varied number of settings inclusive esp at the lower grades and transitions to more segregated classrooms in higher grades. How would one as a parent and SEAC member introduce a request for a model change to a fully inclusive strategy?
2. Are there some key documents or articles that you would recommend we share with our school personnel who are still talking to me about my child as a burden and taking away from other students?
3. Do you know where I can find the research about bullying in segregated class rooms?
4. How can educators (teachers and administrators as well as entire boards) be held accountable for not following parents/guardians and psychoeducational experts, who are from outside the education system,  suggestions for providing differentiated instruction and assessments using technology even though the student’s IEP lists “good computer skills” as a strength?
   What are the legal implications of the above neglect continuing for more than a decade?
5. What about split classes, how do they affect exceptional students? E.g. Should a grade 1 class only have 6 year old students?

 

Question 1:  What can we do to support a family's vision, and the needs of the staff/students when inclusion poses a threat of safety in the classroom or school?

Every individual and situation is unique so I will suggest general things which might be considered. Some of the questions I would like to ask are:

• What is it that threatens the safety in the classroom and what underlies this threat?
  I am assuming from the question that either an individual who has unique ways of communicating might be considered the threat to others or, conversely, that the other students might be a threat to the individual due to bullying.
• If bullying or other threatening behaviours are involved from other students, there are many programs, teaching modules and resources for teachers and administrators to address this issue.  The point is that the issue MUST be addressed.  It can not be ignored.
• If the individual who has unique needs is seen to be the threat I would want to understand what is the perceived threat and whether there is any basis behind it.  We as humans tend to fear that which we don’t understand so it might just be a matter of having some conversation with the school, teachers, students as to what to expect, what the individual needs, what they are trying to say and how to assist them in becoming calm.
• If in fact the student is agitated to the point of compromising safety in the classroom I would look deeper into why they are agitated.  Some of my friends who have autism prefer quiet, calm spaces, others like a lot of busyness.  Some are agitated with different kinds of lighting e.g. fluorescent lights and others can’t cope with certain sounds or lots of movement. Some are agitated by certain smells. Some are upset because they feel as though they don’t belong or aren’t being respected, or are being made fun of, don’t understand what is going on. 

After a comprehensive exploration into why the person may become agitated, I would investigate how the environment could be changed to accommodate their sensitivities.  If there is a choice of classrooms in the same grade, I would look for the class and teacher that had a style of teaching that meets the needs of the individual.  Some teachers have very structured, organized, quiet classrooms where the focus is on individual learning and there is not much movement.  Other classrooms offer experiential learning where there is a lot of movement, discussion and sharing.  Knowing the type of environment the person learns best in, will assist in choosing which teacher would be the best for an individual. 

If  there is only 1 class per grade in a school, there isn’t an option as to what class the student is in. One possibility is to change the teacher of that grade.  In most schools, teachers often change grades and/or classrooms from year to year.  I know of a situation in which a student who uses a wheelchair  was in an inaccessible school i.e. couldn’t get to the 2nd floor. The principal arranged for the classes she was involved in each year to be on the main floor.  Other ways of adapting an environment, depending on the need, could be changing the lighting if that is an issue, even if that means adding some lamps with soft lighting around the desk where the student has light sensitivities.  It might mean that the student prefers to wear sun glasses or headsets to muffle sound and light. Perhaps the student needs a spot where they can just rest such as a bean bag chair.  Other students might take turns resting or reading there as well.  There are many resources available to assist in making adaptations if someone has sensory sensitivities.  Many of the adaptations actually are beneficial for all students.

In regular classes these days, there is a lot of movement in and out of the class.  Some students go to instrumental music, choir, ESL, drama, volunteering in different capacities e.g. in the office, kindergarten, school yard and club meetings.  They also might have the opportunity to work in the library or in other places.  Because of this, I don’t see a problem with a student who has unique needs, occasionally leaving the classroom to facilitate their learning, enabling them to  make a contribution like every other student.  I do have a problem with students going to a “special ed” class because there is a stigma attached to that and these classes are not places where other students generally go.  In my daughter Rebecca’s high school they had a resource room where all students could go to study, do research, ask teachers specific questions on home work etc.  Because it was a space that was open to every student and used by different students at different times, there was no stigma attached to it.

When Rebecca needed to work with her physiotherapist, she decided to do her exercises in the fitness room where the cute guys were doing their body building work at the same time.  Not only did she enjoy watching them, she developed friendships with some of the guys (other female students envied her) and they  often assisted her to get in and out of her chair and to access spaces which weren’t accessible.  When she went to school dances, there were times when she needed to go down a couple of steps to get to part of the dance floor.  She never needed to ask for assistance because so many of her friends (many with big muscles) were watching out for her and would come to assist her. In many ways this was a win win situation.  The guys who hung out in the fitness room were often the guys who skipped class and  had  been given typical labels that are not helpful to one’s self esteem.  Rebecca’s vulnerability and need for their assistance seemed to give them a sense of purpose, knowing that she loved them unconditionally.  One young man who didn`t shower as often as some would like, made sure he showered on the days when Rebecca was in the fitness centre because he felt she would prefer that.

As a team, consisting of the student, parents, other students and educators, many solutions will arise if the focus is on meeting the needs of the student in the most typical environment possible.  For all students, it is important for them to be in the classroom when they are discussing whole class activities such as field trips, group projects etc because that is a large part of the school experience and it gives the other students the opportunity to advocate and suggest adaptations for their friend who might have unique needs.

Above all, involve the students in finding solutions and creating adaptations.  It has been my experience that they are the most creative and open minded if they are mentored to think in this way.  The skills they gain, cannot be measured and the potential for deeper relationships with the student with unique needs is increased considerably.  Rebecca’s elementary school was a small school so that there was only 1 class per grade.  Because of this, the students grew up knowing each other well.  There was a student in her class that really liked Rebecca and, because of her cultural background used to like to touch and stroke Rebecca’s arms or hair.  Having lived in other countries for years, I realize how normal this is for many children.  Rebecca also really enjoyed it.  In fact we realized, because she was in a wheelchair much of the time, that Rebecca usually gets less physical contact than the  other children would normally get with typical interactions.  In any case, when the students were in grade 6, they used to get upset with the fact that this student was touching Rebecca in ways that they thought weren’t age appropriate.  Rather than just dismissing the issue or telling the student to stop touching Rebecca (a loss for both Rebecca and the student), the teacher engaged a small group of students  in a brainstorming session as to how to deal with this.  The students came up with the idea that the student could have the role of putting Rebecca’s sun tan lotion on when she went out for recess which was a way for them to have physical contact which seemed age appropriate.  Problem solved.

If for some reason, the student with unique needs just can’t tolerate being in a class setting for  much of the time (this would be a last case scenario),  they should still be registered in their regular class, knowing that they  belong there and the other students see the student as one of them.  They should be included in classroom celebrations, activities, field trips, sitting with them at assemblies etc. 

I personally believe that if enough time is spent up front discovering the strengths and needs of the individual and developing the context and adaptations to meet those needs, they can be an integral part of the classroom without safety issues.

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Question 2: We have been told often that we are not being realistic…other than getting angry is there some advise you can offer an example how others handle this- for example I have been told that coop is not feasible for my child.

Considering that we live in a society that generally has difficulty imagining something that they have never seen or experienced and considering that people generally have very low expectations for people with disabilities, I find that telling stories, sharing reading material or videos of successful stories, helps people begin to imagine differently. Throughout Rebecca’s school years we have used video/film to show Rebecca in regular settings doing ordinary things (with support).  We did this at every stage or threshold of her school experience so that people who didn’t know her could get to know her on her terms.  We had short videos and longer ones depending on the situation and audience.  When the students were old enough to do the filming and develop the script, we had them as involved as possible so that the information was coming from her peers rather than the family.  This is a lot more powerful because other students are more likely to see themselves in the film.

Rebecca had a professional video created (12 min. long) about her life called “Revel in the Light”.  It is available for purchase from her website www.rebeccabeayni.com.  Many people have found it useful for creating a paradigm shift in thinking about people who have been labeled.  There are other articles and resources on her website which might be helpful for the same purpose.  Community Living Ontario included an article called “Rebecca Beayni, Textured Life” on their website.  Many have found this article helpful in sharing inspirational possibilities.

All students need experiences such as co-op to learn what they want to do once they graduate and to make the connections necessary to get jobs.  Sometimes making connections is even more important for individuals with unique needs because of the biases of society working against them.

In regards to co-op, there are a number of reasons that are given by schools as to why they can’t support a person like Rebecca in Co-op.  I’ll address some of them here:

1. The school co-op teacher doesn’t have the time to search for co-op opportunities for the student.  They assume that there will need to be a lot of advocating and changing of attitudes in the work place to make this possible and they don’t have time for that. 

First of all, I think it is good to identify your sons/daughters’s allies in the school in terms of the educators.  Sometimes this  is not the teacher in charge of co-op.  If you can approach one of the allies with suggestions of possibilities, it is more powerful for them to present the idea to the other teacher(s).  By the time Rebecca’s request went to the co-op teacher, everything was already figured out.

From the beginning of Rebecca’s schooling we have made it clear that the family and Rebecca’s circle are an active part of the team in terms of thinking things through and supporting ideas.  When Rebecca requests something from the school which will feel to them like it is pushing them past their comfort zone or capacity, they are assured that the rest of Rebecca’s team will be helping to figure this out.  They are not alone.  This highlights the importance of building a support circle/network and having them assist with planning and brainstorming.  Because they approach planning with Rebecca’s gifts and interests as the focus and because they are familiar with finding connections for her in the community and because they have helped her develop a lot of friends (connections), the task of identifying appropriate and welcoming co-op opportunities is less challenging.

1. Another big issue is that if, like Rebecca, the student needs one on one support, the administration says that they can’t afford that kind of support for one student for the period of time she is at co-op.  Through brainstorming, Rebecca’s team came up with a workable solution.  One of the student’s at the school was known for being more honest than most and had more energy than most which often got him into trouble.  The school felt that he needed more experience gaining a sense of responsibility and contribution. The team pondered the idea of matching this student with Rebecca for co-op.  It worked for everyone. Rebecca needs people who have lots of energy and are very honest advocating for her.  The other student was delighted to be with Rebecca since she needed him and accepted him unconditionally.  She had cool contacts and besides that, got him out of the school for some of the time.  He was also learning time management in order to deal with Wheel Trans and work schedules as well as learning responsibility in meeting all of Rebecca’s needs.  The school felt that they could afford to release one e.a. to be an “invisible” support  since there were 2 students involved. Rebecca and the other student went on Wheel Trans while the e.a. met them at the co-op location so that the student was really exercising his new skills.  Rebecca was delighted because she was hanging our with  two good looking guys in downtown Toronto carrying their Starbucks coffees on her wheelchair tray as  she was modeling a different way of being together for all those they met on the streets.  Rebecca’s spirituality is important to her and this was the time of preparation for World Youth Day in 2002 in Toronto so her co-op placements were at the WYD offices and the offices of the Catholic Archdiocese of Toronto.  Both the educational assistant and the other student greatly appreciated the perks they received in terms of special access to various events throughout the city leading up to WYD  because of their involvement with Rebecca.
2. Another obstacle that will need to be addressed in some situations is related to transportation and how the student will get to their co-op position.  This will obviously differ depending on the needs of the student and the availability of transportation.  Rebecca lives in Toronto and therefore traveled by Wheel Trans.  Others could use regular public transportation and that could be part of the learning experience.  The point is that, if the school knows that Rebecca’s network will be involved in figuring things out, they are much more willing to be accommodating.  What rarely works is when a family suggests something and expects the school to figure it all out themselves.

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Question 3: They say I am looking at my child’s education thru rose coloured glasses and there just is not enough $ – any thoughts on holding a vision in spite of the response we don’t have the resources for that.

This goes back to the research that Sheila spoke so eloquently about.  The problem is not that there aren’t enough dollars but how they are allocated.  When I see the resources provided in terms of staff time in segregated schools, it is clear to me that there are enough resources in the system, it is just not managed in the way that is most meaningful for the students.

Having said that, it is sometimes quite a battle, in a system that is already set up that way, to get them to change to allow a different way of doing things.  Depending on how much support is needed, there are different possibilities to look at.

Teachers sometimes don’t realize what an incredible resource they have in the other students.  A typical class has students at many different levels of learning.  Some complete work much faster than others and then get bored and others aren’t motivated to even start their work for a variety of reasons.   Rebecca’s teachers appreciated her assistance in all of types of situations.  Students who completed their work quickly and had nothing  to do, could be involved in adapting and carrying out curriculum for Rebecca.  They could also be involved in the creating of materials that she required such as  using software tools to create pictures for her communication device and learning to program it for her.  Some of the students who had difficulty starting their work and might be inclined to be disruptive to others, enjoyed the responsibility of supporting Rebecca with her work and they often learned more in the process.  Sometimes they worked in small groups so that students who were just learning English or some who were struggling with some of the academic work, appreciated the small group time which was slower paced without it feeling like they were  doing any less than the rest of the class.  It was at times like this that we realized that one of Rebecca’s roles is a connector because she would bring students of all types, cultures, backgrounds, and learning styles  together.  Students who wouldn’t normally associate with each other got to know each other and work together which created a culture of co-operation and peace within the school.

Volunteers could also be accessed to add support to the class.  There are many high school students and/or graduates who come back to volunteer to get experience and can provide some support.  There are also people in the community who would be happy to volunteer.

Again, I think it is important to discover your allies and share with them your desires.  Approaching the decision makers with/by your allies is sometimes more effective.  Sometimes systems fear parents for reasons I won’t go into here (it would take a book and I say that as a parent) so it is often good to have someone else attend meetings alongside you and perhaps even take the lead in proposing something new.

Before Rebecca attended high school the grade 8 students in her class created a video which described their friendship with her and the need for her to be fully included in high school so that she would have friends there.  They talked about being nervous at first when they met Rebecca and how they overcame their fear and gradually became friends.  Because Rebecca’s friends showed this video to all the grade 8 students in the schools that feed into the high school that Rebecca would be going to and because they showed it to all the staff of the high school at a staff meeting before she entered, everyone was on the same page and knew what the vision was for Rebecca and pondered ways to achieve that vision.  This was important for many reasons, one being that not all families have the same vision so it is important to clearly articulate your own.

One of Rebecca’s grade 11/12 teachers taught the Social Science and Humanities course.  Many remember this course as the one when students take home a doll into which a computer chip is embedded. This will indicate to the teacher how often the student responded to the crying doll.  This teacher wanted to offer the students a number of options for them to choose from which would provide the same outcomes as required by the curriculum.  She also saw this as an opportunity to assist with Rebecca’s vision. The option she offered had 2 parts to it.  For the first part, the student would adapt a piece of curriculum in any of Rebecca’s subjects to meet her needs to achieve the outcomes identified.  The student would then assist Rebecca to complete this unit of work.  To do this, the student would have to consult with the teachers in the different subject areas involved as well as the educational assistants.

The 2nd part of the project was to design an extra curricular, inclusive activity based on Rebecca’s interests.  They would need to learn about Rebecca’s interests, her way of communicating, accessibility aspects of public places and the joys of transportation when  you use a wheelchair.  They would then join her in this activity, including Rebecca’s friends as well as their own.  What an incredible learning experience this was for the students.  It went way beyond the requirements of the curriculum and they felt they were just having fun.  Many students signed up for this option so that Rebecca had a year of amazing social opportunities from double dates to movies, spa gatherings in our home during which a group of teens had facials, and manicures, cooking dates in our home during which guys and gals assisted Rebecca in making pizzas and other delicacies.  Their was a lot of laughter and comradery throughout.  My favourite story throughout this time came about when one female student decided that she and her boyfriend would take Rebecca on a double date with her boy friend’s friend who didn’t go to the same school.  I thought that she was a courageous soul and looked forward to hearing how it went.  She didn’t see it as a big deal at all and said that when they all met up, Rebecca’s date was so excited to see her because he remembered playing with her as 4 year olds when they were in the same kindergarten class 13 years earlier. He said that he thought of her a lot over the years and that she had made a difference to who he is today.  This story reminds me, especially on days which seem overwhelming, that when you plant a seed you may never see what happens to it.  Despite the fact that you may not see results right away, years later you might see the fruits of your effort, if not for your own child, perhaps for another.  It`s one way that our children can change the world.

When Rebecca started school, there were 5 schools that were  within our extended community.  The closest school was not necessarily the school that our neighbours went to because some were in the public board, the catholic school board, the French board, and some in private schools etc.  We wanted Rebecca to  be within her community, spending time with students that she could potentially make friends with for the long term.  I called the principals of all 5 schools and said that I wanted to meet with them to speak with them about Rebecca coming to their school.  I received responses that were all over the spectrum.  Some I didn’t want to meet at all.  Some I gave the benefit of the doubt and thought that I would at least meet them and some who made me feel really hopeful.

I prefer to take the path of least resistance when following our vision for Rebecca.  I don’t want to pick a fight if I don’t need to so we clearly settled with the principal we knew we could work best with.  It didn’t matter that he didn’t have any experience with students with needs like Rebecca.  What mattered was that he was open to learning and he firmly believed what we did that Rebecca has every right to be in her community school with her peers.  We also recognized that he was willing to show leadership to his staff. 

My point is that sometimes, if we do background exploration and choose the path that seems like it will have the fewest obstacles, keeping our mind on the vision, it will make life much smoother down the road.  Then your energies can be used for the creative explorations.

 I also can’t emphasize enough, the joys and benefits of developing a support circle for the individual and family because it makes a huge difference in terms of strengthening all involved, increasing the energy, creativity and connections that will make the road smoother.  It will also help you “bend gracefully in the wind” knowing that, as long as you focus on the vision, things will be well.

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Question 4: We are with a public school board that has a varied number of settings inclusive esp at the lower grades and transitions to more segregated classrooms in higher grades. How would one as a parent and SEAC member introduce a request for a model change to a fully inclusive strategy?

The delivery of services for student with special needs varies from Board to Board.  While some boards will make the argument that finances and Ministerial funding are reasons for segregation that is not actually the case.  The reality is that a Board that is fully inclusive can coexist with a board that is more segregationist in their orientation.  Changing a Boards orientation has a lot to do with the individuals in charge and the embedded practice. 

Assume that each board is trying to deliver the best service they can.  One board looks at inclusion as a human right and makes their decisions based on the need for students to be with their peers and then adjusts the learning and environment to fit the students.  Another board, that is not inclusionary, sees the students condition as inherent to the student and feels compelled to “fix “ the student through specialized teaching and resources.  Shifting the orientation from “fixing” to “belonging” is difficult when a board is used to doing things one way. 

As a parent at SEAC I would try to bring all the members up to speed on what the inclusion literature says and have real discussions about the rights of students and the responsibility of schools to recognize and respect these rights.  A united SEAC can be a powerful instrument.  (You will find though that even the SEAC groups will have differing notions of what is best for students.) 

I would also remind them that the end goal is preparation of student to live in the larger world.  When students get older they need to have MORE experiences with navigating the larger world not less.  I have often heard educators say things like, we let them come in early because they get stressed in the halls when there are a lot of students.  If we never give students the strategies to do something as simple as find a way to cope in a crowd then how can we expect then to learn it.  Are we preparing them to live in a private room???  Actually I find the line if thinking terribly misguided.  I see far too many high school settings that practice segregation where kids are learning life skills in isolation.  Life skills are about being in a natural environment.  As we get older, we need it more.  We also need other high school kids to see these children as part of their community.

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Question 5: Are there some key documents or articles that you would recommend we share with our school personnel who are still talking to me about my child as a burden and taking away from other students?

Please click here to view a PDF and have a look at the references.  There is indeed a possibility that with poor planning, in terms of IEP development, and poor classroom management strategies, that a teacher can spend a lot of time dealing with students with special needs.  At least that is the argument.  In actuality the child is not the difficulty the practice is what needs to be changed.  The implementation of good teaching, planning and classroom management will and does benefit the whole class.  Often the child becomes the scapegoat for what is going wrong in the setting.  That culture of blame is destructive not only to the student but also to the whole class and gives us an excuse to not improve our own practice.

Keep in mind that regular classroom teachers, in a system that supports segregated classes, is given a message that there is a better place for those students to go.  This discourages good teachers from trying to change the learning environment to accommodate the child with special needs and a waiting game can develop. I will maintain the child till a special class placement comes open.

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Question 6: Do you know where I can find the research about bullying in segregated class rooms?

Please click here to view a PDF

Question 7: How can educators (teachers and administrators as well as entire boards) be held accountable for not following parents/guardians and psychoeducational experts, who are from outside the education system,  suggestions for providing differentiated instruction and assessments using technology even though the student’s IEP lists “good computer skills” as a strength?

What are the legal implications of the above neglect continuing for more than a decade?

This is a difficult question.  Boards, in terms of IPRC, are bound by placement decisions not program decisions. That basically means that an IPRC, (A process where parents have clear and defined rights) is bound by the “where” question but not bound by the “how” questions.

Generally speaking, though I do not know the specifics here, so I hesitate to get too definitive, School Boards are supposed to recognize reports from registered psychologists.  (Remember they must be registered.  )  The issue of technology may be linked to funding and in that case I cannot really answer to the specifics. 

If the research says that the regular classroom is the best placement for all kids, even students identified with an exceptionality, why does the Ministry allow school boards still have separate classes for some exceptionalities?

While the legislation is clear, in terms of being inclusive where possible, it is the where possible part that creates difficulty.  The legislation actually talks about the best environment and boards get to make decisions about what that means.  Boards of Education, like many large institutions, that are subject to government regulations have a considerable amount of autonomy in terms of service delivery. 

In general there are many school boards that have adopted ever increasing inclusive practices.   Unfortunately there are still some boards who have not changed their practice significantly.  Remember that Special education, as a right has only been mandated since 1985 and at that time Boards worked hard to provide service.  Many of them saw that service as the provision of expertise and specialization and built their service delivery around that.  Shifting their orientation takes considerable momentum and leadership at the highest level.  There has to be a will and a vision. 

While things are not changing as fast as I  might like  (and I  am sure as fast as you  might like)  there is a slow recognition that we are , in actuality, violating human rights when we forcefully separate individuals from their peers and community and that there really is no “magic” in the delivery of specialized service.  We just need to be thoughtful, respectful and courageous when we make the decision that a child belongs with their peers and then change the supports and environment to do that.  It really is relatively simple but first you have to have a leader who understands how essential that is.  In many ways the Ministry’s hands are tied, though I  do feel that they could send a clearer message.

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Question 8: What about split classes, how do they affect exceptional students? E.g. Should a grade 1 class only have 6 year old students?

I am sorry but I do not know the answer to this question.  Based on my very scant knowledge of multi-grade classes there is evidence that having multiple levels of learning and instruction in a class can be beneficial for both bright kids as well as those who struggle. 

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