An inclusive environment ensures the least restrictive environment for the individual with disabilities to the greatest extent appropriate and beneficial. The major goal for inclusion is the child with disabilities integrated with children with no disabilities, receiving instruction in the general education classroom. There are many inclusive settings to support and engage children with disabilities, and teachers are committed to providing the adequate resources and supports for them. In addition, practical strategies in general education are emphasized for inclusion such as the following: using a team approach with other teachers or related professionals and supportive services, teaching acceptable classroom behaviors, and practicing and planning for being accepted socially by peers in the general education classroom. These strategies are key factors for inclusion, and must be utilized and supported being that the number of students with disabilities continues to increase, as well as the number of students placed in alternative settings.
Good Shepherd Catholic School provides two alternative services, which are the general education classrooms and resource room. “The concern is that one size does not fit all, and lumping all students with learning disabilities in the general education classroom ignores the notion of individualized instruction” (Lerner & Johns, 2012, p. 115). Fortunately, I utilize parent volunteers for four hours, two days each week. In addition, I have an instructional aide for the entire school day of every day. As my paraprofessional helps to meet the needs of each student academically, she does not share the same philosophy for classroom management and behavioral plans. Thus, the steady and continual support for students with behavioral issues are not met and reinforced by her.
Teaching Tips 4.3 chart titled “Suggestions for Parents and Families” on page 128 provides many ways parents can strengthen their role in the educational, decision-making process of their child (Lerner & Johns, 2012). Some examples of these suggestions are to simplify complex and stimulating situations and routines, to be explicit and supportive, and to teach the importance of being a contributing member of the family, school, etc. (Lerner & Johns, 2012, p. 128). These suggestions provide a key resource and reminder for all Catholic school parents, being that they are the primary educators of their children.
Another form of establishing healthy parental attitudes and ensuring parent-teacher communication and collaboration is parent support groups and family counseling. Support groups allow parents to relate and understand similar encounters that other families experience. In doing so, parents are reduced from the feeling of isolation and loss, and learn ways to perceive their children differently and understand their difficulties more effectively. The diocese provides workshops, adult groups, etc. to discuss, pray, learn, and be proactive about Catholic faith and today’s issues. Ultimately, supportive communities and parishes provide opportunities for families to acquire the tools to help their child meet his/her goals. (Lerner & Johns, 2012, p. 132)
Likewise to the parent support groups, National Center for Learning Disabilities’ podcast, titled “Multiple Children, Multiple Challenges”, provides the parents’ insight of truly helping parents to embrace the family experience with children with disabilities. Parents must effectively communicate with one another to move forward for the better to help their children. Likewise to the Catholic school philosophy, parents are the primary educators. Thus, it is important for parents to look for the strengths of their children, and make a conscious effort that provides a proactive and positive environment inside and outside the home.
Subscribe to:
Post Comments (Atom)
This is simply outstanding Jacquelyn. There is a great mix of both YOU and the text here. That is exactly what I want to see. . . how you integrate the information and APPLY it to your own context or wish you could apply it. . .
ReplyDeleteThe issues of paraprofessionals is a big one. A colleague of mine wrote once that they can be hallowed help or horrible headaches. . . I thought that was a succinct way of putting it. having someone who thinks that they, in a subordinate role, have a right to not follow through with a plan articulated by a superior is beyond my comprehension. In what other profession would that happen without consequence? Yet in education a teacher is supposed to simply suck it up and tolerate it. .. furthermore, you are supposed to supervise this person correct, but not have any say in hiring or firing. . . so you are a supervisor with no clout but all the responsibility. Truly another example of system with a totally insane administrative structure. If one wants efficacy in service, give people authority to institute the services and be accountable for them. If the service providers don't follow through, then this is documented, a plan of action is put in place for remediation, if the plan doesn't improve the problem, the person is gone. This is the fundamentals of human service. . . why is it so difficult for us to do in education?
When I was in public education (which was Catholic education in Canada) I started this with my parents. . . and then when I became a parent, I did this myself with all of his teachers. . . I insisted on meetings at the beginning of the year. . .sometimes in their homes, in cars, on their front lawns, in their offices; I wouldn't accept that folks couldn't see me. .. I hunted them down like rabbits. . . LOL. And they had to talk to me for 5 minutes about why their child was a miracle. I wouldn't hear about any problems, issues, or nightmares about the child. .. only about why the child was a miracle. For some parents, they thought I was a lunatic. For some, they cried through the entire time we were together since nobody had ever asked them that question. . . but this was a soul that God had created. ..this was perfection. . . I know that the Church teaches about original sin. .. I know that. . . but I look at things through a different lens. . . and I see a child as a gift of perfection from God. . . and that soul. ..that soul of perfection is something that we must strive to see. .. The parent is the one who first lays eyes on that perfection. . . I want them to tell me about it. . . before humanity bruises it. .. begins to tarnish it. .. and tempt it. . . I want them to tell me about it. .. so that is what I will call to. . . and if that is what we call to, that is the face of God that the soul will remember. I know that theologically this is on the edge . .. but what if this is possible? Isn't it so much better to believe in? Isn't it so much more empowering for everyone? Doesn't it give everyone "Hope"? St. Thomas Aquinas wrote that hope was all that got us up in the morning. . . and I do believe that if this is a nugget that would contribute to that, it is worth it. Then we could truly be "helping parents embrace the family experience" just like you suggest. I know it made every day with my children different because I looked for that miracle. . .