Making it Moot

When presenting on the concept and philosophy of inclusion, I often find it effective to have people reflect on relatable personal experiences.  We all have them….we have a lot of them in fact.  We don’t have to be a person with special needs to experience times when we felt “included” or “excluded” at points in our life.  So, let’s take a moment and do that together, shall we?  It sets the stage for the bigger picture.

Think back…to a time when you were included in something.  Many of us are drawn back to times in our childhood when a friend invited us over to play or we were asked to go to a big party exclusive to the “popular” crowd in school.  Maybe someone invited you to sit with them at lunch or when you were part of a sports team.  By virtue of being a human being and existing in this world, you will have had experiences I am sure you can reflect back on.  Now…how did you FEEL when you were included?  What adjectives could you use to describe the emotion you felt during that experience? 

(This blank space is giving you time to think….)

When I do this in groups, we don’t share the experiences, we share the words that describe our emotions.  This exercise usually elicits words such as:  Accepted; loved; confident; connected; empowered; cared for; positive; happy; secure….

Now, and I am sure you know where I am going with this, think back to a time in your life when you were left out of something.  When you were “excluded” from a group or from an event.  Perhaps you were chosen last in gym class or were the only one of all your friends not invited to a party.

(Wait time…..)

Unfortunately I often find people have more of these stories and experiences that come to mind quickly when we do this activity.  It’s staggering how these difficult memories are still quite near the “surface” of our hearts and minds, even if many years have passed.   We don’t have to think very hard or dig down very deep to relive the real pain and hurt those experiences caused.  Words this exercise often prompts are:  Judged; insecure; angry; sad; hated; alone; unfair; rebellious; anxious; afraid; shy; disobedient; unloved.

One of my favorite podcasts is “This American Life” from National Public Radio out of Chicago.  Each week they take a theme and bring us a variety of stories all centered around a common premise.  A couple of years ago they ran a story called, “The Kindness of Strangers” and the introductory story was about a man, in a subway in New York City, who stood by the trains randomly pointing out people and saying, “You’re in.”  Depending on his decision, however, he could also say to another, “You’re out.”  There was no seemingly discernible theme in his decision making process…it was impossible to decipher or predict a pattern suggesting who would be fortunate enough to be “in” or who would be so glibly “out.”  And the remarkable thing about this was, he wasn’t picking these people for anything.  In fact, the man who was recounting this story said that as he walked nearer to this “man of judgment,” he surprised himself by getting a bit nervous, thinking, “I wonder if he will pick me.”  The irony, of course, was that although he innately wanted to be chosen, there was nothing he was being chosen for and as quoted by the reporter, “He didn’t particularly look like anyone I would want to hang out with anyway.”  

The bottom line?  It’s innate.  Its a human need to be accepted, to feel included….and how distinctively fearful we are of being excluded.

So why did this man so flippantly believe he had a right to randomly choose who was and wasn’t in?  This man in the subway, the man randomly choosing people…it doesn’t seem like he had the right to make such a decision, does it?   If it is an innate human need to feel included…and if being excluded makes us feel angry, sad, hated, alone, rebellious, anxious, afraid, shy, disobedient and unloved….why in the world do we have to fight so hard for inclusionary philosophies to dwell within our schools? 

It will be a good day, one day, when the word “inclusion” is indeed MOOT.  Why?  Because when it is no longer needed, it means all kids are included…which is their innate human need.  Schools wouldn’t consider depriving a human need like food, water or safety from our children.  So why is this any different?

References:

Giangreco, M and Ruelle, K (2002).  Absurdities and Realities of Special Education:  The Best of Ants...Flying...and Logs.  Minnetonka:  Peytral Publications.  

WBEZ National Public Radio:  http://www.thisamericanlife.org/radio-archives/episode/75/Kindness-of-Strangers Originally Aired Sept 12, 1997

Making a Difference...

As a teacher, we want to make a difference, but very often we have to recognize the reality of this noble goal.   Making the biggest difference in the life of a child often starts with working with children who have the biggest differences.

As a special educator, I knew I would be working with children who have learning and behavioural differences...that is what I signed up for.   But are regular classroom teachers aware that they too will also likely have these children in their classes?  Are all teachers trained and prepared to handle such responsibilities?  Why should they have to be?

It’s all about inclusion and inclusion is all about classrooms today.  Teachers who are trained in understanding educational philosophy and curriculum also need to be trained in how to handle students with special learning needs.  Like it or not, it is the law in the US and in many other countries.  The rationale of expecting ALL teachers to know how to teach children with diverse needs in the regular classroom, however, has more to do with what is right, than what is law.  Including students appropriately in the mainstream classroom benefits not only those with special needs, but all students.

We all want to feel included.  It is an innate need many of us crave.  Think back to a time in your childhood when you felt included in something.  Perhaps it was on a sports team or friends asked you to sit with them at lunch.  Perhaps you were invited to a birthday party or asked to be a part of a club.  How did you feel?  Happy?  Accepted?  Motivated?  Now, think back to a time in your life when you felt excluded....to a  time when you were not invited or accepted.  Perhaps a time when you were an outsider hoping to be a part of the group, but were not given the chance.  What words would describe those feelings?  Defeated?  Worthless?  Insecure?  Different? 

When we think back to those experiences and emotions, do we need much more reason than that to know that including children in the mainstream classroom ,when appropriate, is the right thing to do?

But what, exactly, is inclusion? 

Inclusion is a belief that although we may not all learn the same, we all deserve opportunities to be successful.   Inclusion is a philosophy that fundamentally allows students with disabilities to learn in the same schools and classrooms as their peers without disabilities.  It is an understanding that fair doesn’t always mean equal...that to be “fair” we sometimes have to treat students differently.  That all students, all children, have a right to an appropriate education in a system that will cater to their differences and celebrate each person’s unique abilities.   As teachers, we don’t have the right to determine who is “in” and who is “out”.  We should have the mindset that we will teach all who enter our class, to the best of our ability.  It may mean teaching some of these children will require more work, more support and more personnel, but it does benefit all when done correctly.

The benefits of inclusion are powerful and students with disabilities are increasingly being included in general education classrooms for many reasons:

·         In general, accommodations, modifications and strategies help and benefit all students.

• Inclusionary practices encourage effective collaboration between professionals.
• Inclusion benefits all students.  When two adults (a teacher and a support specialist) work collaboratively in a classroom, questions are answered more quickly, projects are more easily monitored; all students receive more individualized attention.
• Students accept one another as contributing members of the school society because strengths of each child are recognized.
• Differences are more accepted by students resulting in more empathy towards those with disabilities or needs.
• Regular education teachers tend to view their students as individuals rather than a classroom of the same ability level.

Inclusion, when implemented effectively, will allow you to be that teacher who can make all the difference….and not just for those who are the most different.   

It isn't Rocket Science...But it is Just as Important

I keep thinking about the girl I wrote about in my first post, the 16-year old who couldn’t get into a single international school in Singapore.  It made me mad and frustrated all over again and I felt like posting all sorts of stories like these with the names of each of the schools that have discriminated against amazing kids like this…but then, the other day, during my daily quiet time in God’s Word, I came across something that really got me thinking.  I even “tweeted” about it…

Would you prefer to compromise JUSTICE or LOVE? 

I can’t get that out of my head.  What good would it do to showcase the discrimination we see on a regular basis?  What JUSTICE would prevail?  If I show my LOVE and GRATITUDE to these schools for the few students they are willing to help, for listening to what we have to say, for considering our efforts, for reading this blog…will that get us further towards our goals?  Certainly.  Although I believe in JUSTICE, I don’t want to compromise LOVE to get it, so I will take my frustrations into a different direction and build them into something for good.

Let’s start with the basics first…always a good place to start.  There must be a reason why I am so passionate about educating children in the mainstream and why we have an entire company of 70+ employees and growing who share in that passion.  Before, however, we can understand the “why” I think we need to understand the “what.”  What, exactly, is inclusion?

Inclusion is the practice of educating children with disabilities in the general classroom with their non-disabled peers for much of their school day.  It is a philosophy whose purpose is to allow students with disabilities to learn in the same schools and classrooms as their peers without disabilities.  For the past 30 years educators and researchers have analyzed the negative effects of separate classes for children with disabilities (McLeskey and Waldron, 2000) and movements across the world have leaned in the direction of including these children to the maximum extent possible. 

Inclusion, in its most basic form:

• All students share the same classroom space
• Some students may be completing assignments or doing activities that are different from their peers 
• All students belong and are accepted as an integral part of the community 
• Students with special needs are supported in “creative” ways

These basic truths are what we hold to be the backbone of our organization and are at the heart of our initial trainings with perspective staff.  We explain to them that this isn’t a job to “fill time” or to just earn a paycheck.  There has to be a fully committed heart to the passion and belief of this concept; of this philosophy.  We certainly celebrate our staff members’ diverse backgrounds, cultural differences and varied levels of experience but one thing we won’t compromise on…the one thing that can’t be diverse, is the basic belief that although ALL kids may not be appropriate for the mainstream, many, MANY more should have the opportunity to be there and it is our job to make sure we give it the best effort to make that happen successfully.  Effective inclusion truly is “proving we can dream with our head in the clouds and our feet firmly on the ground.”

EFFECTIVE INCLUSION…now those are the key words.  There are plenty of examples of how a child was thrown into a classroom without appropriate support, with untrained staff and teachers who either didn’t buy into the inclusionary concept or had no training in the “how.” 

As part of our initial training at Live and Learn we discuss how children can be a “victim of the mainstream” and discuss a real life situation in where inclusionary practices were implemented without proper planning, training or staffing.  Laura Johnson, an American mother of a child who was mainstreamed in the US without proper support or a transition plan stated,

"At this point, we're about halfway through the school year, and she hasn't learned anything." "It's not fair for her to go to school and sit there and be teased because she doesn't understand what they're teaching her."  (deVise, 2008)

Can it go wrong? Can it be implemented ineffectively?  Can it be the wrong decision for some children?  Absolutely.  That is why professional, knowledgeable and experienced professionals in this field are pivotal towards the successful inclusion of children with needs in our mainstream classrooms.  

What we have found, however, is that it starts with a belief.  It starts with the philosophy that inclusion is right for most kids and it is our job, it is our ethical responsibility, to make sure we do everything we can to make it work.  

I have found that finding staff members who have the conviction of inclusion as part of their ethos, can certainly be trained by us and we can mentor them on the “how to” and the “strategies” as it really isn't Rocket Science, afterall. 

References:

McKleskey, J and Waldron, N (2000).  Inclusive Schools in Action: Making Differences Ordinary.  Alexandria:  ASCD.

de Vise, D (2008).  In The Mainstream but Isolated.  Washington Post, March 18, 2008, B-01.

Giangreco, M and Ruelle, K (2002).  Absurdities and Realities of Special Education:  The Best of Ants...Flying...and Logs.  Minnetonka:  Peytral Publications.  

Just the Beginning...

A blog....so daunting to just start writing about the things we are passionate about.  At some moments I feel as if I have so much to say...other times I feel like I have nothing to write, or nothing worth anyone's time to read, anyway.  But, I do know that people seem to enjoy it when I present and I tend to find ways of explaining or teaching concepts that seem to make sense sometimes, so although it will be a challenge for me, I'll do it.  Well, I'll try it and see how I go.

We set up this blog a few days ago and I am the kind of person who wants to get things done and cross them off my list.  Writing the first entry has been on my list since I was convinced to do this and I have been procrastinating which is so "un-Carrie like."

"Anything," I was told, "will be fine."

But I don't think just "anything" will do.  I feel a lot of pressure to say things insightful or meaningful.  Something that when a person finishes reading, she won't feel it was a waste of her time.

Sometimes just getting started on a daunting task is enough to paralyze people and probably the reason why so many ideas in this world don't actually get off the ground.  I find a lot of us have great ideas...like my dad's idea of opening a wine bar that serves only wine from his home state of Connecticut.  Sure, great idea...but where to start when you have absolutely no background or experience in owning, operating and maintaining such an establishment?  I guess you start with a baby step, whatever that is.  And that is what I am going to do.  I am taking a step.  I am starting this blog even though I am not sure what I am going to write about or if anyone is going to want to really read it.

So what I am I going to start with?  The beginning.  I am going to start at the beginning.  The beginning of what?  Well, as this blog is about me as the founder of Live and Learn, I decided I am going to start at that beginning because honestly, I have a lot of beginnings I could start at...my life, my schooling, my first job, my marriage, my pregnancy, becoming a mom, moving overseas...the list goes on.  But I decided I am going to start at the beginning of Live and Learn because that, I think, will be what I base my future posts on....the real reason I started Live and Learn.

Live and Learn officially started in February 2008 however I ran the operation, under a different name and different owners, since 2006.  Coming from the US as a special educator and school administrator, I was bewildered at the state of special needs in Singapore and later, as I learned, in Asia and the international community as a whole.  I was working as an after school "tuition specialist" providing one to one tutoring for kids with special learning needs while having little to no connection to the child's classroom experiences.  My heart hurt for these kids and I didn't understand how they could be successful with such limited support in the classroom.  All hope for improvement was resting on my hour or two a week in a one to one session after school.  What floored me even more was the tuition center provided this kind of remediation support for about 250 children and I was, by far, the most qualified and experienced person in the center....including the owner.  Was this the norm or was I just seeing one side of this unbalanced equation?

I have come to learn, almost 6 years later, that it was not only the norm, but part a pervasive, larger problem that revolved around how our children with even mild learning needs were not valued in this community I was living in.  And it wasn't, and isn't, a "local" problem only.  Actually, I worked with both expatriate and local children, all of whom received very little support in their schools.  More concerning was that many of these "expat kids" were being asked to leave their schools if their academics didn't improve dramatically, and quickly.  But with such little support in their school day, how could they possibly make the necessary gains in such a short amount of time?

And then there were the new students coming in flocks to Singapore to settle into this "First World Country" with world class educational facilities in these mega expensive, super facility international schools.  And these students couldn't get in.  Mind you, we weren't even talking about kids with moderate to severe disabilities....kids with MILD needs could not get into these schools.  I remember one child, for example, who was 16 years old and had been diagnosed with a mild learning disability to which she received only 1 hour of special needs service PER WEEK in the US, mostly for organization.  She received all A's and B's in school, placing her on the honor roll every year since middle school, but because she had an IEP (Individualized Education Program) international schools in Singapore wouldn't even look at her.  Her family had to make the very difficult decision not to come to Singapore after all.  They couldn't sacrifice her daughter's educational success for a "cushy" Singaporean expat assignment....regardless of how much the job paid.

I saw a need.  I saw an ethical need.  As clear as the sky was blue, I knew I needed to do something to help, at least in some way, to make this better for kids and families.  I knew the benefits of providing appropriate support for children and they included benefits for all the other kids in the class as well.    And so...God brought me Shannon, my business partner, at the perfect time....and we jumped into this together.....and Live and Learn began.