Suggestions For Inclusion

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Suggestions For Including Our Children

As Inclusion seems to be the philosophy that is the most popular these days for children with special needs, I’m including information in this section on how to make inclusion work for your child. Most of the information comes from a book put together in my area called Inclusive Education, A Parent Handbook by the BC Association For Community Living.

Building a Partnership With the School
Inclusive Education, A Parent Handbook

Start with the assumption that you are an equal partner in your child’s education. This means that each partner has equal status, even though everyone may not have an equal amount of knowledge in all areas or an equal amount of education. You might not have a background in education but you do know your child. You are the expert and as such you should be an important part of the school’s efforts to provide your child with an educational program that will meet his or her individual needs.

Establish an Identity at Your School:
Participate. Attend teacher conferences, parent group meetings and school functions. Always attend IEP meetings, so you can give ideas, suggestions, and negotiate a program for you child. If you have volunteers in your school, working in the library, the classroom, one to one with students, or in the office, join them if you can. Being on site will give you a chance to get to know the staff and vice versa. Parents’ contributions of time and caring can sometimes give teachers the boost they need to take on new challenges.

If you are unable to volunteer at the school, make yourself known to key people and students. Phone, or ask to be phoned with concerns, write notes, send goodies, be at meetings and student conferences. Get across the message that you are approachable and available for consultation on behalf of your child.

Act as a Resource for Teachers:
Not all teachers feel qualified to work with children with special needs. Some may be quite nervous about teaching your child. It will take time before all the appropriate training and supports are in place for all teachers to feel confident and well supported. In the meantime, cultivate a good relationship with your child’s classroom teacher. Don’t hesitate to ask them if they would like some of the resources you have, or take time to seek out appropriate resources. They may not know about them or have time to access them.

Explore Methods of Communication:
Discuss with the teacher the different methods of reporting on your child’s progress. Your child may also receive a report card. It should be designed to give appropriate and understandable feedback as well as to provide an adequate permanent record of you child’s progress. Establish, with the teacher, the best opportunities for informal feedback-in person, by phone, or by written notes or communication booklets.

Establish Natural Supports for your Child:
Children with disabilities can be separated from their typical peers out of a desire to do what is best for them. Sometimes we need to demonstrate to the school that our children can do what regular children do. You can start a car pool, so that your child can ride regularly with other children, or make an effort to get your child on the regular school bus. Encourage participation in extra-curricular activities and peer support during the school day. Also include your child in recreation activities out of school.

Be Patient:
Try to avoid being too forceful with your requests before you have attempted a more cooperative approach. Give the school time to learn and include your child. Give positive feedback when things work. The school needs a chance to respond to your requests and wishes in a way that fits with their programs, routines, and expectations for other children. Be supportive.

Inclusive Education, A Parent Handbook, British Columbia Association for Community Living Pp 17-18

Interviewing the Principal

It is a good idea to meet the school principal six to eight months before integrating your child with exceptional needs into your neighborhood school

Remember:

1.       You are interviewing the principal to decide if you want your child to attend this school.

2.       You may take a partner to assist with debriefing, overall impressions and confirming details.

3.       You should take notes and, if appropriate, or necessary, confirm expectations in writing.

4.       Try and assess how interested the principal is. For example, does s/he ask questions about your child?

5.       Let the principal know that you intend to be involved in the placement decision of your child.

Questions to Ask Your Principal:

These are a list of suggested questions only. You may not need or want to ask them all. They can help you think about what you want to know before your child’s first day of school.


Planning for Entry:

·         How will staff and students be prepared for my child?

·         What are (would by) your plans for integrating my child?

·         Can you get release time for your staff to visit my child in his/her former school/preschool/daycare?

·         Do teachers and teaching assistants get release time for in-service and meeting times?

·         Who will be the person assigned to coordinate my child’s program and coordinate supports on 
      behalf of my child?

·         Is the school physically accessible? (if appropriate)

·         Is there appropriate equipment for my child to use, given his/her limitations? (if appropriate).

·         What lead-time does the school require to plan for my child’s entry?

Philosophy:

·         What is the philosophy/attitude of the staff and school towards inclusion? How is that carried 
     out in the school’s day-to-day activities?

·         What experience has the school had with including children with special needs?

·         What is the general philosophy regarding parent involvement in the school?

·         If issues arise regarding my child’s program, how would they be resolved?

·         What are the lines of communication if a concern arises?

Principal:

·         Will you be here next year? When do you expect to be transferred?

·         Will you come and observe my child in his/her school/preschool/daycare?

·         Have adequate records been forwarded to you?

·         Will the teacher be given my child’s file in time to prepare for my child’s start date? I would be please to 
     talk with the teacher regarding anything in the file.

Classroom Situation:

·         What would an average day look like for my child?

·         Are students fully integrated in all classes?

·         Does inclusion mean academic subjects as well as non-academic subjects?

·              How is the time spent when a child is not fully integrated? Is it spent furthering their ability to be integrated 
     or on life skills training?

·         Do you have a buddy system/peer support for social situations?

·         Do you have a buddy/peer tutor program for ‘academic’ activities?

·         How is discipline handled? What kinds of situations would be considered appropriate for discipline?

·         Can we (including our child) tour the school?

·         Are we welcome to visit our child any time while s/he is attending school?

·         Can we meet the classroom teacher? When?

·         Can we meet with the classroom assistant? When? (if applicable)

·         Does anyone know sign language? (if appropriate)

·         How do you accommodate IEP meetings?

·         Are parents encouraged to be involved in the IEP?

·         Is the program designed around my child’s needs?

Playground/Extra Curricular Activities:

·         How will my child be cared for at recess and lunch?

·         Is there after-school care?

·         Is the playground safe for my child?

·         Will there be someone to support my child while attending extra-curricular activities?

Getting Involved:

·         Can we attend a parent meeting before our child begins school?

·         Can you put us in touch with other parents of children with special needs?

·         What can we do to assist the teacher in educating our child?

Personal note: Reading through these questions makes me realize how dumb I was to not do something like this or catch 
the warning signs before Kayda started Grade 1 at her first school. I would have seen then that it wouldn’t be a good 
situation for her. Back then, though I believed that the teachers and school people were right and knew more than 
I did about what was best for Kayda. Eleven years later, I’m a bit wiser and more wary. I plan to do just what is 
suggested in this book before choosing a high school for Trevor.

 
Inclusive Education: A Parent Handbook, BC Association for Community Living, pp 19-21

Individual Education Plans

The use of IEP’s for special education students is recommended in B.C. by the Ministry of Education’s Student Support Services Branch.

An IEP Should be:

A dynamic, ongoing process
Designed for just one student and based on their strengths and needs
A written report outlined in a 2-4 page format in clear language
An assessment b y teachers, parent, related service personnel concerning the progress of a student’s academic, social and behavioral needs
A collaborative meeting including the teachers (special. Regular, resource), the parents, the principal, the student (when appropriate), and related service personnel, to determine the content of the student’s program
A description of what the student should learn by the end of a given period (no longer than one year), including short and long term goals, a target date for progress, and a review date
A description of the amount of time the student will spend in regular, special, and or/work education.

A description of the programs and service the student should receive
A description of the strategies and teaching methods the student should receive
A description of how the student’s progress will be measured and the materials used.
Statements of where the instruction should occur and who will be involved.

Preparing for an IEP Meeting:

IEP meetings may be held as often as two or three times a year. The initial meeting is usually held after the teacher has had a chance to get to know your child, (maybe six weeks into the school year), or as a transition planning meeting before the school year. Follow up meetings may coincide with regular reporting periods at the school. What is important is that you know and agree with how often they are held.

An important point to consider when planning for a transition into another school year is that planning may involve establishing certain support services for your child. Districts will have to prepare their budgets for the following school year early in the current calendar year to meet Ministry deadlines. Therefore, transition-planning meetings should take place in time to prepare recommendations for services before the school budget is prepared.

Prepare a parent report:
- Describe your child and outline his or her strengths, needs, wants. Remember to consider all social, educational, physical and emotional aspects.
- Describe what you want your child to learn and where. Prepare short and long term goals.
- Include support documents if necessary or relevant. Also, consider including photos of your child’s home life if they demonstrate skills or interests of your child.
- Include comments on any practices or circumstances you feel are inappropriate, questionable, or harmful as well as those you feel are beneficial, creative, or productive.
- Make copies for all in attendance.

The Meeting:
Know who is attending the meeting and why.
Expect to function as full and equal partners in the IEP process.
Have an outline of your own agenda.
Keep in mind the strengths and needs of your child.
Refer to the short and long terms goals you prepared.
Be aware of any situation you really would like changed.
Share your dreams for your child
Only invite sympathetic supporters to the meeting, ie. Therapists, advocates, etc.
Be courteous and positive
Listen and learn
State your case simply and directly
Be assertive without being aggressive
If you have objections, counter them
If you don’t understand something, ask for clarification.
Try to take some notes or bring someone to assist you.
If you feel too emotional abut a topic, reserve the right to postpone discussion for another time.
Use advocacy services as needed.
Summarize the meeting from your perspective and ask for feedback.
Know the next steps and when the next meeting will be.

Follow-up and Review of Goals:

Obtaining a copy of the IEP may require a follow up letter of phone call. Make sure the written report accurately reflects your position, and the date and information is correct. Review the goals with the following in mind.

Are they clearly stated?
Are they practical and realistic?
Are they relevant to inclusion?
Are they functional and age-appropriate?
Do they prepare for the future?
Are they motivating to the learner?
Do they incorporate the student’s interests and strengths?
Do they include all program options and extra-curricular opportunities?
Are there both long and short-term goals?
Are the persons responsible for the goals noted?
Does the plan reflect the goals?
Are additional services that your child will be receiving included?
How will the child’s progress be measured or evaluated and by whom?
Is there a review date set?

Phone or respond in writing if you have a disagreement with the written report, asking for clarification or other details to be included. No response will imply you are satisfied. Also respond when a report appears accurate. Be open to revision.

Inclusive Education, A Parent Handbook, British Columbia Association for Community Living, pp 22-25

School
School Experiences
Inclusion Activity Examples
Sample Books
Special Education Glossary

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This website is funded in loving memory of Jason S. by his mother Kammy

The information on this site is provided by families, caregivers, and professionals who are or have been caring for a child with Hydranencephaly.

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