Inclusion - what do you do to make it work?

[SJ's Mommy]

This is the first year SJ is fully included in the regular ed. She's in 3rd grade and doing better than ever BUT there are lots of challenges, especially adapting the day to day work (including homework) to an appropriate level for her and getting her to participate consistently. Social challenges are pretty significant, BUT she's actually doing better than I'd ever hoped in that regard. I'd love to hear the kinds of things that you or your kid's school does that make inclusion work!

[pimmy]

Sarah is also in the 3 grade regular ed., she has been in reg. ed. for the past three years. with an aide of course to help her through some struggles. What we do, the classroom teacher has the weekly schedule posted up on the blackboard not just for Sarah but for all the kids. Along with that, we have Sarah's schedule, her pull outs at home posted, ot, speech and a social skills class. In her classroom, she is partnered with some children, that have helped her in the past, from last year, sort of like peer helpers. At the end of each year at IEP time we ususally choose a teacher and some children that she gets along with to go onto the next grade. The aide knows Sarah very well, has been trained about autism, so she will intercede when necessary, modify some seat work. Gym time, the noise level in the gym bothers Sarah ears sometimes, so she will talk her through it or take her out of the gym if need be. Made sure she gets "picked" for teams if they are choosing sides. For us knowing in advance sometimes if there is going to be an assembly during the day, the aide will explain it to Sarah, so it is not a surprise, and she is ok with change at this point, so that is usually not a problem. There is plenty that I haven't written about, don't want to go about things that maybe your not interested in. Do you have anything in particular that you would like to know, or just in general, more then happy to share....Jodi and sarah

[pimmy]

Just a few more thoughts, we do have a set time at home for her homework, for us we do not do it directly after school. I let Sarah relax when she comes home, either talking on the phone, playing a game on the computer, watch tv, have a snack. But I will give her a choice on what time, let's say if I want it done by 7:00 I tell her to pick a time either 6:00 or 6:30, me knowing full well that she is going to pick the later time, so we agree on 6:30, but she is in control of the time and I still get my way. And we talk about the homework, and if she does well she can watch a video before she goes to sleep, one of her favorite things to do. If she argues though, no video, again I give her the choice, and stick to it. With us, she needs to have some control, even though I still get my way too. Less fighting that way. I also let her pick which assignment she wants to do first. It's usually the easiest one for her, and she buzzes through it without any help, for the more difficult assignments I do sit with her and either wait for her to ask for help or she will tell me she can do it on her own. Again with us, she likes to be in control. Always has....Jodi and Sarah

[SJ's Mommy]

Wow Jodi, sounds like you really have it together there. :-) We are on our way. I'd really like a peer-buddy system in place, but honestly it seems to kind of be happening naturally anyway. Kids know when to pick up the slack, it seems. One of my main concerns is having the seat work be level-appropriate for SJ. She is learning a lot, but still not at grade level and refuses to do work a lot and often because it's too complicated and overwhelming for her. She missed out on a lot socially as well as academically being segregated from her typical peers, K-2. Thanks for your reply. I actually just wanted to hear other experiences which is just what you provided. :-)

[pimmy]

Now if only the teachers and parents would be helpful, now that would be great. Each year I have to "educate" the teachers, if it wasn't for the aide to keep her "on" so to speak, I just don't know where she would be. Educationally, Sarah does have her splintered skills, so for the less desirable work that she does we do try to make it fun for her to learn. For example, she just had to do a book report, she needed some help from me putting her thoughts down after reading the book. So she wrote the sentences on scrap paper, then we both put them down altogether to make sense, for the cover I let her use glitter, she just loves glitter, so it was fun for her to do that part, which in effect made her feel real proud to work on it....Jodi and Sarah

[pimmy]

So speaking about trying to "educate the educators" in my last post. My husband and I had our school confrerences about 2 weeks ago and discussed the testing and everyday situations with some staff at school. We had a great conference. Sarah seems to be doing extremely well. Minus the ignorant attitudes of some school staff. Just, one remark that I will post, just to let you in on what we deal with day to day. Teacher: I thought Sarah should have done better on this math test. Myself: Well, where are the highlights(modifications) on this paper. Teacher: Her aide was out sick that day. Myself: So no highlights weren't done? Teacher: I told Sarah she could highlight her own paper. Myself: Well if Sarah could highlight the key words and pick them out, then she wouldn't need them in the first place. Teacher: Stupid, look on her face. So I laughed and just blew this off, as totally not unserdstanding "us" at all.....Jodi and sarah

[Lisa S]

If Catherine's aides are all out sick or something, they ask me to keep her home or come get her early because she can't function at school without the one-to-one support. Of course, she is mainstreamed very little, if at all.