Inclusion

[Guest guest]

In a message dated 8/8/00 3:59:37 AM Pacific Daylight Time,

egroups writes:

<< No matter how much mainstreaming one puts

their child in through the school years, if they are as low functioning as

my

Amy is, they will end up in a program for people with their own

capabilities.

Amy is happy there. I would never put her through the risk of being in

a situation where she would be abused. As much as I have dreamed of things

being " otherwise " , reality is cruel. Like I have always said, I believe

our focus should be on " educating " the people " out there " before we throw

our

kids to the lions. I don't want my child (although 24 she is still a child

to me) being the guinnee pig for society to learn how to deal with kids with

severe disabilities. My motto is

educate first - then " maybe " place our kids in the Mainstreamed World. >>

Lupi:

This is IT, in a nutshell! These are my feelings and opinions

exactly.......as I will mention again, everyone may feel differently, but

being realistic in the end, will benefit our children the most in the long

run......I know we all want our kids to be " included " in everything and not

stand out and be different, but let's face it, whether we like it or not,

they ARE different, and it's just not fair to expect the same from them.

Look at it this way......if your " normal " child couldn't keep up in an Honors

class, would you keep him/her there or would you move him into another class

which is better suited to his learning needs?

[Guest guest]

i feel inclusion has been very beneficial to nathan now 9yrs with ds/pdd,

the kids love him and help teach him too, and even during the summer kids

always go out of their way to say hi to nathan, they feel special if nathan

actually says hi back, and he gets one on one, he mostly spends his time in

resource room or at his desk with his aide working on his stuff, but gets to

do all the important social stuff too, such as lunc and recess, art, P.E.

and music oh and his fav computer, and every day the class leader gets to

work 1:1 with nathan on reading or puzzles or games for good half hour to

forty five minutes, and he also participates in many things out of school,

he loves swimming just like a duck in water, he goes to lessons and next

year he will be on the swim team, he is in boy scouts, goes roller skating

during the winter, also plays t-ball, sunday school, bible school this

summer, he has participated in ty-kwon-do also soccer, and summer camps.

Everyone is aware of 's disability, there is another his age with ds

in same grade, too, and many other disabled children too they have

conferences for the classes to teach them what it is like to be like the

disabled children at school, they will rub vaseline on glasses, try and do

writing or other things with gloves on or popsicles sticks on fingers and

other things too, they are very aware of what its like to be different and

quite a few of them are not soo different needing glasses or going to

resource room to work on reading or math, also many go to speech thrapy and

many normal kids also are followed by the school psychologist with

behavioral problems. so i think it is imperitive for them to learn this at a

young age, so our kids and others dont feel so different and get left out.

>From: Ltb3105@...

>Reply-egroups

>egroups

>Subject: Re: Inclusion

>Date: Tue, 8 Aug 2000 18:37:24 EDT

>

>In a message dated 8/8/00 3:59:37 AM Pacific Daylight Time,

>egroups writes:

>

><< No matter how much mainstreaming one puts

> their child in through the school years, if they are as low functioning

>as

>my

> Amy is, they will end up in a program for people with their own

>capabilities.

> Amy is happy there. I would never put her through the risk of being

>in

> a situation where she would be abused. As much as I have dreamed of

>things

> being " otherwise " , reality is cruel. Like I have always said, I

>believe

> our focus should be on " educating " the people " out there " before we throw

>our

> kids to the lions. I don't want my child (although 24 she is still a

>child

> to me) being the guinnee pig for society to learn how to deal with kids

>with

> severe disabilities. My motto is

> educate first - then " maybe " place our kids in the Mainstreamed World.

> >>

>Lupi:

>This is IT, in a nutshell! These are my feelings and opinions

>exactly.......as I will mention again, everyone may feel differently, but

>being realistic in the end, will benefit our children the most in the long

>run......I know we all want our kids to be " included " in everything and not

>stand out and be different, but let's face it, whether we like it or not,

>they ARE different, and it's just not fair to expect the same from them.

>

>Look at it this way......if your " normal " child couldn't keep up in an

>Honors

>class, would you keep him/her there or would you move him into another

>class

>which is better suited to his learning needs?

>

>

>

>

>

>

[Guest guest]

In a message dated 8/11/00 1:55:26 PM Pacific Daylight Time,

mashawnag@... writes:

<< i feel inclusion has been very beneficial to nathan now 9yrs with ds/pdd,

the kids love him and help teach him too, and even during the summer kids

always go out of their way to say hi to nathan, they feel special if nathan

actually says hi back, and he gets one on one >>

I love to hear wonderful positive news about inclusion.......your little

is very fortunate :-)

Unfortunately for my son, the experience was far from positive, with

police reports being filed by the reg-ed teachers and kids being cruel to

him, to the point of his self esteem being so low that he wanted to

literally kill himself

:-( I guess because of our bad experience is why it is scary for me.

Of course my kids are older and maybe things have changed with the times.

That has always been my wish and goal......to educate and get the world out

there ready for our kids. As I said, I am glad to hear great positive

news! Thanks for sharing :-)

I do agree with you that the younger the " reg-ed " children are exposed to our

children with special needs, they will learn to accept them, help them, and

build a good relationship with them.

My best to you

Lupi ( Lupi2Basil@... ), husband-Steve parents of:

Amy-24 (Ds-ASD), ( -17 (AS), Chris-22 (LD)

[Guest guest]

thakyou lupi, im very sorry to hear things are behind the times for you and

your son, i do pray things get better. shawna.

>From: Lupi2Basil@...

>Reply-egroups

>egroups

>Subject: Re: Re: Inclusion

>Date: Fri, 11 Aug 2000 20:19:22 EDT

>

>In a message dated 8/11/00 1:55:26 PM Pacific Daylight Time,

>mashawnag@... writes:

>

><< i feel inclusion has been very beneficial to nathan now 9yrs with

>ds/pdd,

> the kids love him and help teach him too, and even during the summer kids

> always go out of their way to say hi to nathan, they feel special if

>nathan

> actually says hi back, and he gets one on one >>

>

>I love to hear wonderful positive news about inclusion.......your little

> is very fortunate :-)

> Unfortunately for my son, the experience was far from positive, with

>police reports being filed by the reg-ed teachers and kids being cruel to

>him, to the point of his self esteem being so low that he wanted to

>literally kill himself

> :-( I guess because of our bad experience is why it is scary for me.

>Of course my kids are older and maybe things have changed with the times.

>That has always been my wish and goal......to educate and get the world out

>there ready for our kids. As I said, I am glad to hear great positive

>news! Thanks for sharing :-)

>I do agree with you that the younger the " reg-ed " children are exposed to

>our

>children with special needs, they will learn to accept them, help them, and

>build a good relationship with them.

>

>My best to you

>

>Lupi ( Lupi2Basil@... ), husband-Steve parents of:

>Amy-24 (Ds-ASD), ( -17 (AS), Chris-22 (LD)

>

>

>

>

[Guest guest]

Yeah I think the IDEA is a great law. I know some

stuff about it if anyone's interested. We spent some

time on that when I had a special needs class last

semester. It's such a good law.

=====

My turn to learn is an invaluable guide for parents and professional who share

their lives with a child with special needs.

__________________________________________________

[Guest guest]

In a message dated 10/29/01 11:39:52 AM Eastern Standard Time,

hsmyangels@... writes:

> I used to be all for inclusion

Me too. Well, still am actually. It was my dream, my vision, for Maddie's

first years. I had a plan. I've had to adjust them, with the onset of her

autism. I'm still pro inclusion, it's just that it's not in Maddie's best

interests right now to be in a reg ed classroom. Welcome to the group

. I too, along with others, commend you for coming here to try to do

your very best by this little guy. He's quite lucky to have you in his

corner!!! I think that as parents, WE know what is best for our kids.

WE know the type environment that our kids learn best. This Mom knows her

child deserves to be in a reg ed class, and that he can do it. He might not

be ready for 1st grade curriculum the way they teach it, but it needs to be

adapted for him. Just like what you're doing , with having him trace

the letters. It sounds to me like this little guy is quite smart.

There's many other ways that curriculum can and should be adapted--it just

takes willingness and a little know how. Folks here on this list will be

great at helping you come up with ideas. You know when schools say

inclusion can't work, it's because they don't want it to. It seems to me

like the school is sabotaging this mom's efforts AND yours. If it doesn't

work for this guy, it's because they didn't let it.

Good luck, and write to us about your successes, your worries, your battles.

We'll listen and help where we can.

Donna

[Guest guest]

I used to be all for inclusion, when was close to age level. He was in

the same age group in Kindergarten and 1st grade, then because of a paperwork

error placed in K in the middle of the 1st grade year. After the next year, I

was homeschooling, but we've kept him lower for Sunday school. This year he

would have been starting 5th grade. I can't see him having the attention span

of a 5th grader and academically he's WAY behind, doing 1st grade work. He is

with the 2nd graders in Sunday school and I feel that's old enough for him. I

guess if he had been with the 5th graders all along, I might feel different, but

he's small for his age, so we'll keep him below grade level. If I were to put

him back in school, he would be the smallest boy in his class plus being

" different " and would be an easy target for a bully. Let's face it, by the time

kids get to 5th grade, they aren't watched near as closely by the teachers.

So, basically I have a mixed feeling about full inclusion. I know if I were in

's place, I wouldn't want to be with people just because I was their age,

it would highlight that I was so far behind academically. Illinois has a law

that a child can't be more than 4 years behind in age (meaning if I put him in a

younger class they couldn't be younger than 7 - which I think is 2nd grade,

right?). But on the other hand, does it make him feel bad that he's so much

older than his " peers? "

Loriann

Wife to Dewight

Mom to , 11 years, Down Syndrome, PDD-NOS and Celiac Disease.

, 2 years and Strong Willed

Both homeschooled.

[Guest guest]

I think the most important thing about *any* educational placement is that

the *child* drives the placement rather than the politics and perceived

limitations of the adults ideas.

For instance.

Andy does best in an inclusive environment. The reason? He has better

communication partners there. The kids respond to his efforts, they include

him in the choicemaking, they clap for him, they cheer him on, and they sit

with him apart from the activity.

In a special education classroom, no one notices. No one responds to his

subtle communication attempts, no one asks him to join in and waits

patiently, people scream, they all do other inappropriate behavior, he

feels generally " unsafe. "

This is not to say that he can't enjoy the kids in special education

classrooms. He does. But he learns best in an inclusive classroom

**ALL** curriculum can be modified to an appropriate level at *any* age for

a child to learn. You just have to look outside the box. For instance, Andy

does a computer program to write letters. He wrote to the state department

of tourism in Maine, to a friend in Maine last year for samples of Maine

products and tourism info. He wrote to his 6th grade buddies at out door

school.

Nope. Andy can't read more than his name to my knowledge (maybe Mcs)

without symbols. Nope. Andy probably has no clue what his address is. But

what Andy learns by writing letters is sequencing (left to right) which he

knew already from some other projects, and he is learning numbers (1, 2,

3). He has a letter he puts in an envelop, affixies a stamp to, and puts

int he mailbox. He receives a letter in the mailbox. Thus....he is learning

about the concept of *mail.* When he wrote to the tourism department, he as

doing the same activity as the rest of the class.

When they do " simulations " (role plays of things like the oregon trail) he

chooses the fate cards, or the color of hte wagon, or or or.........When

they play a board game, he roles the die for everyone. Someone else moves

his person, though he's starting to match the numbers to show comprehension

of the number of spaces he needs to move.

He administers the spelling test and other tests using the language master.

He's actually learned some symbols for his own vocabulary this way. And

he's gaining fine motor abilities by holding on to the card and putting it

through teh machine.

He delivers the attendance with a buddy. He brings the books from teh

library to the classroom.

Andy does a lot in an inclusive classroom...and he learns a lot too.

But for all the adults involved, Andy is a *severely* disabiled young man

and they always *always* have a hissy fit when I tell them they can do it.

It's a LOT of work because folks don't want to be creative--there's not a

lot of time in the day--and it takes a ton of patience and careful

politicking to challenge folks to best practices. But if a child does best

in an inclusive environment, then it can be done for ANY child at ANY age

REGARDLESS of the disparity between skills and abilities and the upfront

demands of the curriculum. Inclusion is NOT about keeping up. It's about

learning.

Some children do best in a separate classroom. And that is fine. I know MY

child an I know what works for him. It's not about me. In fact, if I chose

for ME, I'd go with the status quo because it's a lot easier. But when I

follow the gleam in Andy's eye, I know there has to be at a minimum 50%

inclusive *class* time in the day (recess, gym, and lunch don't count.).

It's hard to let the children lead. But they're always right.

FWIW,

Joan

(Andy is 12 3/4, in 6th grade, with a split placement between general ed

and special ed)

[Guest guest]

Yea, I guess that's the difference with . He's not only not capable of 5th

grade work, he can't do other things that 5th graders can. If he was capable of

the work, in an adapted form, I'd be all for having him in the 5th grade. His

Sunday school wanted to move him to 3rd instead of 2nd when his friends went to

2nd, but he had already made friends, why take them away? I used to dream that

he could be included (or have inclusion, what ever is the grammatically correct

thing).

By the way, he got a C- on his reading today (based on how many words I had to

sound out for him), which is great for him. The boy they told me 5 years ago

would never read......

Loriann

Wife to Dewight

Mom to , 11 years, Down Syndrome, PDD-NOS and Celiac Disease.

, 2 years and Strong Willed

Both homeschooled.

[Guest guest]

Joan,

Very well said. I guess I just feel that in my situation, home is the best

place for . I've never had teachers willing to make inclusion work, and

does not do well in a separate classroom. The one he was in he was the

highest functioning, and like you said, had nothing to model. I chose to take

(what I consider to be) the easy route and just do it myself. It's hard at

times for me, I can imagine how hard it must be for a teacher who has a whole

class, but like you said, it's what's best for the child that counts.

And I love some of those ideas for adapting the curriculum. I guess does

get more out of Sunday school than I thought. He has loving teachers there (one

who is very attached to him) and they are willing to work with him.

The biggest advantage that I see coming from inclusion is that the " normal " kids

get exposed to children who are " differently abled. " When I went to school,

they were " those kids " not my classmates. When goes into the real world,

he won't be with only handicapped people. He'll have to deal with those who

aren't " normal " (I hate that word, but can never find a better one without

sounding too politically correct). I just hope that the people he deals with

had a child like him in their schools.

Loriann

Wife to Dewight

Mom to , 11 years, Down Syndrome, PDD-NOS and Celiac Disease.

, 2 years and Strong Willed

Both homeschooled.

[Guest guest]

At 09:17 PM 10/29/01 -0600, you wrote:

I chose to take (what I consider to be) the easy route and just do it

myself. It's hard at times for me, I can imagine how hard it must be for a

teacher who has a whole class, but like you said, it's what's best for the

child that counts.

Loriann....for me, this would be the *hardest* route. While I do well

teaching my own children at times, I do *not* do well without a break from

it all. I'm in awe of *all* homeschooling parents--whether their kids have

disabilities or not! It's just not something I can do without losing it!

Andy's teachers have lots and lots of support. So much that it gets in the

way, I think. But he has an Ed assistant, OT, AAC person, SLP, AT person,

and an inclusion facilitator to do all the special work. (But I end up

doing 3/4 of it). So the teacher's by no means on her own with him and 20

other kids at any point.

>

>And I love some of those ideas for adapting the curriculum. I guess

does get more out of Sunday school than I thought. He has loving teachers

there (one who is very attached to him) and they are willing to work with

him.

>

Indeed he does. One of the key things he receives from taht time is

learning how he fits in with the world...learning how to navigate outside

of his home. But it's clear from your stories that he's getting a lot from

sunday school. It's just less tangible, and that can be hard to remember.

>The biggest advantage that I see coming from inclusion is that the

" normal " kids get exposed to children who are " differently abled. " When I

went to school, they were " those kids " not my classmates. When goes

into the real world, he won't be with only handicapped people. He'll have

to deal with those who aren't " normal " (I hate that word, but can never

find a better one without sounding too politically correct). I just hope

that the people he deals with had a child like him in their schools.

>

But you know what? Kids who are included learn how to navigate that world

with " normal " folks. I think it's a more realistic world. AT age 13, all

kids know is *school.* They don't care about grocery shopping or lining up

perfectly. They know school. Their days revolve around the group of people

in that building. So when Andy is with the kids in general ed, he's

experiencing the world much like he will when he's not at

school---surrounded by people who move faster, who talk, who may or may not

take the time to hear him, who can do more than he can...etc. And he learns

how to touch someone on the shoulder to say hello or to smile at a friend

when they hand him the ball, and to generally notice the kindnesses of

othere. Yes, it expands the experiences of kids without disabilities

enormously. And that lesson cannot be minimized. But Andy also learns how

to tell a " good " friend from a " bad " one...and how to move away from the

" bad " ones. He learns about trust. These are things he has to have even

though I don't envision a life without support. Sometimes it is your

support who are the bad ones. He's learning (well, learned a long time ago)

how to tell me that.

I think I would find it harder if I was more invested in academics for

Andy. And while I am, that is a harder battle. The *kids* in general ed

have been teh ones to break the " he can't possibly " barrier with the

professionals every time. I meet with them once a week to talk about

things...and I let *them* design activities for Andy after they get to know

him. They do a GREAT job. It's not every kid. Just the ones who volunteer.

and in watching them....my belief in children...in tomorrow's adults has

really deepened.

In the debates or discussions about inclusion, we often...too

often...forget about homeschooling as a preferred choice. Loriann...I think

you've done a good job. And knowing how hard it is when you're moving

around with the military, I think it is a great choice and one to continue

if it meets everyone's needs!

take care,

j

[Guest guest]

In a message dated 10/29/01 10:17:15 PM Eastern Standard Time,

hsmyangels@... writes:

> I chose to take (what I consider to be) the easy route and just do it

> myself. It's hard at times for me, I can imagine how hard it must be for a

> teacher who has a whole class, but like you said, it's what's best for the

> child that counts.

>

> Loriane,

> I think it is great that you homeschool . You must be a natural

> teacher because I have considered homeschooling but think it would be very

> difficult to not have any breaks during the day. I also have two children

> with special needs that are sooooooo different. I think you have chosen the

> more difficult path. A teacher can at least go home and start fresh the

> next day. My kids drive me bannanas if I am home with them all day.

Did you find a special needs website to assist you with homeschooling or do

you

> just use the regular curriculem with adaptations? When I looked into the

> phonics books that were available I was learning stuff that I don't

> remember back when I was a child. It was like learning all over for me and

> then I would have to teach it. I a have enough problems helping with

> homework. My mind does not remember much. Sorry to go on but keep us

> posted. I enjoy your imput especially about home schooling.

>

>

[Guest guest]

In a message dated 10/29/01 11:58:32 AM Pacific Standard Time,

hsmyangels@... writes:

<< By the way, he got a C- on his reading today (based on how many words I

had to sound out for him), which is great for him. The boy they told me 5

years ago would never read......

Loriann >>

High five to ....and Mom!

Gail :-)

[Guest guest]

In a message dated 10/29/01 7:48:12 PM Pacific Standard Time,

jmedlen@... writes:

<< But you know what? Kids who are included learn how to navigate that world

with " normal " folks. I think it's a more realistic world. AT age 13, all

kids know is *school.* They don't care about grocery shopping or lining up

perfectly. They know school. Their days revolve around the group of people

in that building. So when Andy is with the kids in general ed, he's

experiencing the world much like he will when he's not at

school---surrounded by people who move faster, who talk, who may or may not

take the time to hear him, who can do more than he can...etc. And he learns

how to touch someone on the shoulder to say hello or to smile at a friend

when they hand him the ball, and to generally notice the kindnesses of

othere. Yes, it expands the experiences of kids without disabilities

enormously. And that lesson cannot be minimized. But Andy also learns how

to tell a " good " friend from a " bad " one...and how to move away from the

" bad " ones. He learns about trust. These are things he has to have even

though I don't envision a life without support. Sometimes it is your

support who are the bad ones. He's learning (well, learned a long time ago)

how to tell me that. >>

These are the kinds of posts that show me what a closed mind I have. Kind of

like immediate and extended families. I don't see the extended family part

of any given situation. Sure hope that comes with time and experience, or

poor Seth is doomed to a life of his Mothers short sightedness. The hardest

thing I have found with homeschooling is being with the kids 24-7. No time

to do anything like Christmas shopping in secret, have 10 minutes for a

PRIVATE bath, heck, even 1 minute to go potty-uninterupted! LOL Actual

teaching is fun and easy. We are in our 7th year now and I have learned more

than I did attending 12 years of school and 12 years of helping the older

kids with their homework. LOL

Gail :-)

[Guest guest]

I started out with a variety of different books, but mostly What Your

Kindergartner Needs to Know. I just went from there. Right now I use A Beka,

which maps everything out for me, with lots of overlapping skills (he writes in

math, every thing reinforces each other). I have to adapt some of it, for

instance he has no concept of spelling, so I show him the list of words, and I

spell them while he figures out which one I spelled. I have a language master,

and I may see if I can do it that way. It lost some of it's adjustments in

transit and I have to open it back up and fiddle with it.

I guess I am a bit of a teacher. My Dad taught me how to read and follow

directions, because he said if you can do that, you can teach yourself anything.

What's funny (or odd, not really ha-ha funny) is that I was a A student in

school and had NO tolerance for slow learners. I was actually a bit of a snub

and looked down on slow learners (especially my brother, older but a C student).

I taught myself to read in Kindergarten, from my aunts (who were only 8 and 10

years older than me) reading to me all the time.

Teaching just seems natural to me. I had to teach him how to play pretend

when he was little, I've had to teach him body language (through role playing)

like a foreign language. I guess God gave the mother He wanted him to

have.

Loriann

Wife to Dewight

Mom to , 11 years, Down Syndrome, PDD-NOS and Celiac Disease.

, 2 years and Strong Willed

Both homeschooled.

[Guest guest]

id have to agree here too, nathan was doing great in

inclusion while young but the last few years his peers

have far surpassed him. i feel inclusion has served

its purpose fo rnathan and his peers for now, and we

are thrilled with the results of the classic classroom

our school is providing this year, and the years

following granted its needed and it is for quite some

time for now. He is unable to do pretty much anything

his 4th grade peers do, but he still does attend all

specials etc with them just no more academics really. shawna.

=====

shawna

__________________________________________________

[Guest guest]

Hi Pam,

Sara is in full inclusion, with some pullout time, at the same elementary school that her twin brother, and her older brother, Lucas, go to.

She began half-day kindergarten, last year. This year, we are having her do full-day kindergarten--what a difference a year makes. I, too, feel that with Sara being around kids that are developing typically (whatever that means), she is very motivated to try to keep up with everyone. This year, socially, too, even though, the kids in her class are a year younger than Sara, she is relating to the little girls in her class, so much better than last year. Our school is very flexible. We have set goals on her IEP and the focus is for her to meet the goals; some can be meant in the class and others need repetition, so she works with the special ed teacher one time per day and with her aide one time per day, one on one. She is also pulled out for speech therapy for 1/2 hour 4x/week. We're giving her time in class without an aide to see how that goes, as well. The school's philosophy is to not have children with special needs get too dependent on aide time, as they develop a concept called "learned helplessness", which she has me, as mom, convinced of, sometimes:).

If you have further questions or would like more information, let me know.

Marcia

Mom to Sara (DS) and 6 and Lucas 11

[Guest guest]

Hi Pam,

I am on my way out the door, now, but will answer your questions when I get back this afternoon. Do you have an advocate? It might be someone who works for your State or County Department of Disabilities? I think if you are going to make changes with your school district, it would be an asset to have someone working with you.

I'll get back to you, later today. I think this is an important issue and I also think that you do need to advocate for inclusion.

Marcia

Mom to Sara (DS) and 6 and Lucas 11

[Guest guest]

Marcia, Thanks for getting back to me so fast. Sara seems to be doing great! And she can already write letters?!! Hannah is not that far yet, but I feel she could be if she were in a regular class room. Did the school administration give you a hard time with wanting to put Sara in inclusion?

You said she gets peech therapy. Is it with the speech teacher at school or is it with a speech therapist and one on one time? Hannah goes to a speech teacher 3 times a week. I wish she could get more one on one time though.

Do you think I should ask for full inclusion now for the rest of this school year or ask for it to start at the beginning of next school year? I must admit I am just now learning all of this. I don't know why, I guess I thought she and would have to be in special ed all their life. I have seen so many changes in Hannah recently and am now just seeing how much she could accomplish. So please tell me anything you think I need to know. What if the school gives me a hard time about it?

Thanks Marcia.

Pam mom to Hannah and age 6

Rrietmann@... wrote: Hi Pam, Sara is in full inclusion, with some pullout time, at the same elementary school that her twin brother, and her older brother, Lucas, go to. She began half-day kindergarten, last year. This year, we are having her do full-day kindergarten--what a difference a year makes. I, too, feel that with Sara being around kids that are developing typically (whatever that means), she is very motivated to try to keep up with everyone. This year, socially, too, even though, the kids in her class are a year younger than Sara, she is relating to the little girls in her class, so much better than last year. Our school is very flexible. We have set goals on her IEP and the focus is for her to meet the goals; some can be meant in the class and others need repetition, so she works with the special ed teacher one time per day and with her aide one time per day, one on one. She is also pulled out for speech therapy for 1/2 hour 4x/week. We're giving her time in class without an aide to see how that goes, as well. The school's philosophy is to not have children with special needs get too dependent on aide time, as they develop a concept called "learned helplessness", which she has me, as mom, convinced of, sometimes:). If you have further questions or would like more information, let me know. Marcia Mom to Sara (DS) and 6 and Lucas 11 http://DSyndrome.com/Multiples

[Guest guest]

I hope when Davey is old enough for school, our school is as wonderful as yours sounds! I really want the boys to stay together as much as possible. mom to Amy 14, Kelsey, 11, Davey (DS) 20 months, and Will 20 months Re: Inclusion Hi Pam, Sara is in full inclusion, with some pullout time, at the same elementary school that her twin brother, and her older brother, Lucas, go to. She began half-day kindergarten, last year. This year, we are having her do full-day kindergarten--what a difference a year makes. I, too, feel that with Sara being around kids that are developing typically (whatever that means), she is very motivated to try to keep up with everyone. This year, socially, too, even though, the kids in her class are a year younger than Sara, she is relating to the little girls in her class, so much better than last year. Our school is very flexible. We have set goals on her IEP and the focus is for her to meet the goals; some can be meant in the class and others need repetition, so she works with the special ed teacher one time per day and with her aide one time per day, one on one. She is also pulled out for speech therapy for 1/2 hour 4x/week. We're giving her time in class without an aide to see how that goes, as well. The school's philosophy is to not have children with special needs get too dependent on aide time, as they develop a concept called "learned helplessness", which she has me, as mom, convinced of, sometimes:). If you have further questions or would like more information, let me know. Marcia Mom to Sara (DS) and 6 and Lucas 11 http://DSyndrome.com/Multiples

[Guest guest]

Hi Pam,

Getting back to you on the questions you had regarding inclusion.

To answer your question about school administration giving us a hard time about inclusion, I would have to say that from the time she was in E.I. beginning at age two months, we knew the path she would take, so E.I. helped with the transition to Preschool(s) and then her last preschool helped with the transition to Kindergarten at the Elementary school. It has involved many hours of meetings, but all along, I have felt very supported in her educational experience. In fact, a year before Sara would enter Kindergarten, the principal of the Elementary School, would stop me and tell me they were very much looking forward to having Sara in school. That was so helpful to me.

Speech Therapy--she receives speech therapy from a speech therapist who is the school district's speech therapist, so he works at her school. She receives two days one on one and two days in a small group.

I would definitely begin the process. I know that each State is different. Every time a meeting is scheduled for Sara, I receive a form called "Parental Rights For Special Education (K-21). It is a State of Oregon form, but addresses the federal special education law (IDEA) which requires that school districts provide a free appropriate public education to eligible children with disabilities....I am quite amazed that you have never been presented an inclusion option.

A National website si listed, called National Information Center for Children and Youth with Disabilities. It is www.nichcy.org

Our Sara, too, may be able to answer questions you may have. Best of luck--your girls deserve to be getting the very best education and I think that we need to be such advocates for our children.

Marcia

Mom to Sara (DS) and 6 and Lucas 11

[Guest guest]

Hi Gail,

When Sara was three, after transitioning from Early Intervention (right before she turned 4), she went to a preschool 2x/week that had about half children with special needs and half children who learn typically, so both she and Gabe attended. It was in the same town that her E.I. was in, about 25 miles from where we live. She and Gabe also attended another preschool near where we live 2x/ week to integrate socially, since where we live is where her school journey would be. This school had all kids that learn typically, o provided great modeling for Sara. So she went to school 4x/week at two different preschools. It worked well.

To answer the potty-training question. Sara was not potty-trained when she started at the Elementary School. That was not a problem and her aides assisted in the process until she became trained about halfway through the year, last year.

Marcia

Mom to Sara (DS) and 6 and Lucas 11

[Guest guest]

Pam-Pam! Good-luck!

Tara at 2 and 8 months, we are well on our way to transition her from

Early Intervention to our district pre-school disabled program. I have

started the paper train, right now, I feel, at only 3, their pre-school,

plus a regular ed would be the way to go, plus, Tara's not potty trained

either.........BUT I do agree, inclusion/reg ed is the way to go!

Again good-luck!

Would like to hear how you progress...................

Gail

Bobby 7 1/2, Jillian 5, and Tara{Ds} 2 and 8months

[Guest guest]

Marcia!

That's the mix I wish for Tara as well, when she's 6. Can You tell me

what you did for Sara when she turned 3, as far as pre-school?

Tara has up to now, use to watching and emulating , at the

pre-school level, I don't want to " loose " the ground we have made thus

far. I want her delays addressed while at the same time challening her.

Now, how do I do this and convince the child study team the same???

Gail

Bobby 7 1/2, Jillian 5, and Tara{Ds} 2 and 8 mos

[Guest guest]

It is funny this is the subject as Sara and Maggie just started pre-school this week. We are so lucky because my little town has an excellent intergration/inclusion model going on. Maggie and Sara attend the regular 3 yr. old twice a week preschool together. There is a mix of typical kids and kids with disabilities-two kids with autism and Maggie. Then, the other days of the week Maggie attends the "intermediate" classroom where she is with kids with disability. These days are when she will get speech, OT and PT....I couldn't ask for a better set up. She is getting an 1 1/2 hours of speech a week, an hour of PT and an hour of OT. That is great.

My twins are so funny and so opposite sometimes. Their new thing now is their age....when we ask Maggie how old she is, she holds up three finger sand yells..Teeee. However, when you ask Sara she insists she is two...she will not turn three. It is so funny.

Have a great day,

Inclusion

Hi everyone,

I was wondering if any of you have any experience with your children in full inclusion. I am going to educate myself and find an advocate to help me get inclusion for at least Hannah. is still not potty trained so I don't think she could be in inclusion. The benefits of inclusion is wonderful and I know Hannah would learn so much more if she weren't in the special ed class. She learns so much from her peers and is capable of understanding most anything you say to her. I believe her social and speech skills would improve so much if ahe were in a different environment. She has the potencial of exceeding if she were put in the right place.

O ver the last few months I have seen her develope and learn so much. She has grown into quiet the lady. I know her going to the potty has made a BIG difference in her personality. She really has taken off since she has been potty trained. potentialoverdevelop

Pam mom to Hannah and age 6 with DS, Josh age 20 and Dusty age 15