Blog Post #2- Gia Prezioso

              In my opinion, I feel that students with exceptional learning needs are consistently prejudged before they get the opportunity to integrate into the general classroom. I think this is a problem among children as well as teachers. When a student has been in the district for many years, students, as well as teachers, collaborate among themselves and that child develops a sort of reputation. If such a reputation is perceived as negative, other children do not want to befriend this child based on a judgment made by other kids. Teachers are guilty of this as well. They hear that a student might be challenging in some way, and they judge the child before they even step foot in their classroom. I think as educators it is our job to avoid negative conversation about a child and their needs and give every student a fair shot, just like we are asking their peers to do.

              I think that solving this issue of social acceptance and integration of children with disabilities needs to begin with the educators themselves. They need to create a comfortable environment for the child and foster relationships between them and other children, like they would with a traditional student. Although most schools promote as much inclusion as possible, I do think there are ways we can be more effective.

 Inclusion, as defined in the textbook, refers to the education of students with disabilities with their nondisabled peers (Education for All 71). Although children are being educated in the classroom with their nondisabled peers, it does not necessarily mean they are being included. As their educator, it is our job to make sure we promote their acceptance and integration. We need to change the cultural view of disabilities so that there is no longer a stigma associated with disabled students (Education for all 72). The teacher controls the environment in the classroom and dictates what behaviors are acceptable and unacceptable. If they do not encourage inclusion, or if they allow students to leave those with disabilities out, it is an injustice to the children in their room. The teacher needs to give the students opportunities to work with one another. Often, in my inclusion classes, I pair the students up to ensure that students with disabilities are given the opportunity to collaborate with students who don’t have disabilities. This helps the students create bonds and increases the likeliness that the students will form friendships.

Although you cannot control the friendships that are made, and you cannot force kids to be friends,  you can control what you promote and what you do and do not tolerate in your classroom. 

Blog Post #2: Andrea Barber

            In my opinion, social integration of students with exceptional learning needs (ELN) has always been a nationwide issue in the schools systems.  There are many things that can be done, in my opinion, to promote the acceptance and social integration of children with disabilities in our schools, communities, and our society. 

            As stated in Education For All: Critical Issues in the Education of Children and Youth with Disabilities, “Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving the educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities (Jimenez & Graf, 2008,p.1).

            I believe inclusion is one of the most important things a school can do for a child.  This gives them a sense of belonging, social skills, and self-confidence.   Intervention at an early age is also very important, and often the children in general education classes like to help the students with ELN and to be involved with them socially. Congress enacted The Elementary and Secondary Education Act of 1965 (ESEA) addressing concerns to fund programs for educating children with disabilities (Jimenez & Graf, 2008). This Act gave the children with disabilities the same opportunities as everyone else by not discriminating against or labeling them.   Without the  parents/guardian on board or involved with their child and any IEP needs makes it difficult to succeed in soocial intervention. Parents can help with  recognizing concerns for their child and collaborating with faculty in making decisions for educational needs.  Another way to promote social integration of students with ELN is to have school involvement and a great special education program.  Having highly qualified special education teachers as well as general education teachers, assistants, and other faculty members that are trained and involved is a great factor to any school system.   Scientific-based research, up-to-date testing, enrichment, and resources to meet each students’ IEP needs are vital to addressing social integration in schools, as well as communities, and our society.   

            With my experience so far, working as an educational assistant K-3 at Mineral Ridge, I have found that inclusion is so important like I mentioned above.  These children need this for social skills as well as self-sufficiency and a sense of belonging.  Intervention at an early age is often challenged by parents in denial that their child may have a disability.  But having parents/guardians involved is a major factor in the whole spectrum.  Sadly, I can already tell, 2 weeks into school, which parents are involved and which are not involved. This breaks my heart to see children being ignored or not receiving the curriculum and attention needed for ELN.  Lastly, I truly believe general education teachers should be required to have a special education background in the college degree curriculum, due to the increasing number of students with ELN nationwide.

Blog Post #2: Ralph Rich

Rich, Ralph

14 September 2016

Blog Post #2

Dr. Dove

 

What Can We Do to Promote the Social Integration of Students with Exceptional Learning Needs (ELN)?

       Over the last two years, I have spent much of my time working for the Purple Cat, a program for adults with disabilities designed to assist them with landing a job in the future. The program encompasses everything from job training, rudimentary math, reading and writing to the necessities of everyday, independent living. It is designed to be the stepping stone when helping to plan the future for its cliental. However, for those clients who do not plan on seeking future employment, the Purple Cat is a place to which they can belong. It provides the adults with a sense of purpose and belonging. They have a daily routine, field trips, activities, theater, music class, etc., not to mention a fully functioning cafeteria in the Oakhill Renaissance building and multiple candy stores in and around downtown Youngstown. There is even a radio station run by the adults with disabilities called Golden String Radio. This is a vehicle where the clients can display their unique musical tastes and personalities. Overall, I have never experienced such a wholehearted program enriching the lives of persons with disabilities as I have by being a part of the Purple Cat. Not only do the clients appreciate what the Purple Cat has given them, but their parents/guardians are just as thankful. They’ve become connected with each other, almost as if they were a class climbing through school together.

       Yet, as amazing and effortless as this sounds, keep in mind this is not a school system, although there still is a process. Many families raising a child with a disability find themselves jumping hurdles to find satisfactory placement for their son or daughter in a suitable school; a school that will provide their child with a disability the same opportunities and liberties as a child without a disability, and placed in the same classroom as part of inclusion in a general education classroom. Take Lisa Kocab, for instance. Her 5-year-old son, P.J. has Down Syndrome. P.J. is like every other kid – he loves Winnie the Pooh and cheering on his older brothers at their sporting events (Guerra, para. 4). When Kocab learned that she and her family would be relocating to Michigan (where she is originally from) on account of her husband’s job, she started to contact school districts for ideas on where would be beneficial to send her son. She was not expecting the inconsiderate answers she was told, as if students with disabilities are less human than students without disabilities. This was quite upsetting for Mrs. Kocab (Guerra, para. 5-7). Finally, she was informed that in order for P.J. to receive inclusion into the general education classroom, he would need two things: 1) a special education teacher to alter or adjust the coursework from the general education level for his level, and 2) a paraprofessional to help keep him focused, involved in class discussions, and for assistance when using the restroom facilities (Guerra, para. 8). This gave Mrs. Kocab hope that when her family eventually makes the move to Michigan, her son will have a smoother transition into a newer school environment.

     According to Ohio State University Special Education Professor Matt Brock (2016), “It’s evident that where you live makes a difference in the type of educational placement you receive (Guerra, para. 9).”      

     Brock’s research brought him to the U.S. Department of Education and how it breaks down educational placement for students with special needs. Brock found that Michigan serves many of its students in a segregated setting, which comes in at 4^th highest in the nation (Guerra, para. 11-13). But that’s only Michigan. Wisconsin has 3% of students with disabilities in a segregated setting (Guerra, para. 14).

     Nonetheless, one must consider the mission statement of the Individuals with Disabilities Education Act (I.D.E.A.) when serving the needs of students with disabilities. It says that all students with special needs are entitled to a free and appropriate education in the least restrictive environment. Michigan Lieutenant Governor Brian Calley (2016) states, “We can do a better job on the last part – the least restrictive environment.” Calley explains that their current system “reinforces negative outcomes” (Guerra, para. 18) and in the end, the student is deprived of learning how the rest of the world lives and interacts with each other (Guerra, para. 17-18). Lieutenant Governor Calley created a Special Education task force to help improve the current policy: supply more training to help teachers working with students with special needs in the classroom, and more tailored education plans that service the individual’s unique needs (Guerra, para. 19-20). Hopefully, improvements and alterations will be made for the better.

     In regards to Lisa Kocab and her son, P.J., a Michigan school finally gave her an answer she had been longing to hear. Her family will be moving to Brighton, MI where they’re hopeful that P.J. will be entering a school system to fit his needs (Guerra, para. 28).

     Not all stories of inclusion are frustrating. Mary Jane Conroy, 21, and Maria Rajakovich, 22, both born with Down Syndrome, just graduated from a special college program offered exclusively at Duquesne University. A faith-based program, the St. Anthony School Programs, gives children to young adults with intellectual disabilities the opportunity to receive an entirely inclusive education from kindergarten through college (Crompton, para. 3). Lisa Rajakovich and Mary Lou Dressman-Conroy, mothers of the aforementioned students, both called the education their daughters received through the St. Anthony School Program a blessing. They described their daughters as confident and full of self-esteem. But most of all, they were thankful that their daughters were included in the school community. Mary Jane Conroy was a cheerleader, on the basketball team and went to birthday parties; Maria Rajakovich was on the color guard and involved in musical theater, performing in such plays as “The Addams Family” and “Anything Goes” (Crompton, para. 3-4, 6-9).

     So, how does the St. Anthony School Program work exactly, and how inclusive is it? Well, not only is it classroom inclusive, but also community inclusive, as well, providing work for students with special needs throughout the city; this includes the University of Pittsburgh and Carlow College. “Our program is based on vocational and social skills training and some academic courses,” says Mark Sieg, CEO of the St. Anthony School Programs (2016) (Crompton, para. 17). In addition, the program also has an apartment for students to learn basic life skills they may need to live an independent lifestyle, such as cleaning, cooking or learning how to do laundry (Crompton, para. 21). Mr. Seig (2016) goes on to say that the main purpose of the program is to develop the person as a whole, build independence and give them the tools necessary to live an independent life (Crompton, para. 24).

     The St. Anthony School programs reminds me a lot of the Purple Cat programs, with the exception of St. Anthony being a school. Both programs involve social and vocational skills training, on the job training, fundamental studies in various subjects, and an opportunity to improve the lives of persons with disabilities. There needs to be strong communication between the school system and the families, as well. The principle that I.D.E.A. set forth with the view that all students with special needs are entitled to an appropriate education in the least restrictive environment should be resounded to all school systems around the world.

 

 

Works Cited

Crompton, Janice. (2016, September 9). Program offers those with disabilities an education through college. Pittsburgh Post-Gazette. Retrieved from http://www.post-gazette.com

(From SmartBrief on Special Education)

Guerra, Jennifer. (2016, August 31). When it comes to special education, where you live matters. Michigan Radio. Retrieved from http://www.michiganradio.org (From SmartBrief on Special Education)

Blog Post #2 Debbie Berni

One of the ways that we can promote the social integration of students with exceptional learning needs is to work with the families of these students.  This thought is based on principle six of IDEA, parent participation.   “Parent participation is meant to encompass areas where parents and districts can become collaborators in making decision about a student’s education.” (Graff and Jaminez, 2008, p.24).  I feel that good communication with the families of these students is very beneficial.  The parents of students with ELN have great insight to their children.  They want their children to be successful and can share ideas of what makes them tick.  I also think that we need to be careful of pushing students into our own idea of social integration.  We need to take into consideration the statement made by Virginia M. Victorin when she was sharing the story of her special needs son Gabriel, “…my husband and I have learned that parents and professionals have a shared responsibility to not get stuck on what does not work.  We must build on what works together.” (Graff and Jaminez, 2008, p.66). In coming up with ideas of social integration, we must still keep in mind the comfort of the student in certain social situations.  Parents and teachers need to interact to come up with the best socialization plan based on each student’s natural abilities and talents.  I am remembering one a former student who had autism.  He was an average student in my math classroom, but loved to sing and dance.  He was given an opportunity to sing a solo at the spring choir concert, where he did a wonderful job.  He came to school the next excited to share the video of his special moment.  That student was able to share his talents with his peers and members of the community.

A second way that we can promote the social integration of students with ELN is to provide general education teachers with professional development that educates them in ways to support students with ELN.  As a general education teacher myself, I often feel ill prepared to service students with ELN.  An example of this would be in my math classroom where students often work in teams to solve complex math problems.  I am expecting all students to know how to communicate with the members of their team about the problem, but some students struggle to share their ideas because their disability inhibits them from talking to others.  I had another student with autism in my honors algebra class who did not like to work with others because his work needed to be perfect and he was not able to trust that other students would complete the work to his standards.  Knowing a way to guide him in his communication would have benefitted me.

Social integration of students with exceptional learning needs has come a long way in the last forty years, but improvements can still be made.  I think that having parents and school districts communicating together along with offering professional development to general education teachers will go a long way in continuing the improvements to social integration of these students.

Blog Post#2 Kristin DelMonaco

            Social acceptance is important for every human being, including students with exceptional learning needs. I do agree that children with ELN gain a tremendous amount of exposure to social experiences just by being out in the community. As stated in IDEA 2004, Section 1400, “Disability is a natural part of the human experience and in no way diminishes the rights of individuals to participate in or contribute to society.”

I feel that we can promote social acceptance in school through inclusion. There are several benefits for students in the inclusive program including “high outcomes for students with disabilities.” Research has shown that students in the inclusive classroom, “earned higher course grades in language arts, mathematics, science, and social studies…inclusive students had better rates of attendance.” (Graf & Jimenez, 2008, p. 81) I understand that a resource room is important but the inclusive classroom is the best answer for the student when it is appropriate. When I did my student teaching at West Middlesex Area School District I had the privilege of witnessing an inclusive classroom and it was amazing. All students received an excellent education and all students, no matter what their abilities or backgrounds, worked together and made friendships!

            Most of my experience stems from my work at The Rich Center for Autism. At the center we strongly believe in exposing our students to the environment around them. We take them for walks around the campus almost daily to have them interact with the students at YSU. During the summer we open our classrooms to peers. These peers tend to be siblings of our students or have a connection to the center. Our students work and play next to their peer role models and our students absolutely love the social interaction. What is special about this opportunity is that while our students gain the social attention, we are able to educate the peers about autism.

            Another method of promoting social acceptance of students with ELN is educating everyone that we possibly can! This past summer I worked at a camp called Camp Friend, organized through the Mahoning County Autism Society. During this camp we took our campers all over the community such as the public library, Camelot Bowling Lanes, swimming, Butler Art Museum, One Hot Cookie and more. On our last day we took them to the Boardman park. As we were playing on the playground, a father approached me and a few of the mothers and inquired about what autism was, how children deal with it, and how can he teach his own children. There is no better feeling than expressing that our students are not a label or a disability but a kid, first and foremost. It is also a great feeling that people want to know more. I do believe that as teachers, parents, and/or advocates for these students we must educate others and abolish any negativity. By doing so, we create schools and communities that willingly accept and integrate these amazing individuals.

Blog Post #2: Jennifer Cika

In my opinion, socially integrating students with exceptional learning needs has come a long way, but I feel there is still a long way to go. In my experience, where I previously worked, I have seen students that have been placed in self-contained classrooms because regular education teachers were either afraid to have them in their classroom or because they didn’t know how to handle their needs within the inclusion setting. When these students were placed in these rooms regardless of the teachers opinions they had difficulty reaching the success that they could reach because the teachers would just give them busy work or kick them out of class. In turn these students did not trust the teachers and the parents of these students had a difficult time trusting administration when things would get difficult for their child or when the student was taken out of inclusion and placed back in self-contained classrooms.  As stated in Education For All: Critical Issues in the Education of Children and Youth with Disabilities, “If trust is not present, a partnership will likely not survive” (Terese C. Jimenez, 2008, p. 59). I feel that this is an injustice to our students (regular education students as well as special educations students). If there is not trust between students, teachers, parents and administration then it is going to be difficult to integrate these students socially into classroom. They now become disruptive in the classroom setting and this affects their learning as well as the other students learning in the classroom and how the teacher can teach. ON the other hand, if there isn’t any tension and the trust is there and evident with all parties involved then the students can excel socially and academically.

Where I currently work, there is a family atmosphere and this is picked up by the students that attend the school. It is a safe haven for them; they know that they are wanted in the classroom and they know that bullying will not be tolerated. The students are taught how to interact with one another through social stories and role play activities. The teacher model how students should act. This helps the students trust one another and the teachers. My point is social integration at my school is first and foremost as it should be in all schools. Many people say that there isn’t time in the day to teach students how to interact and be kind to one another, but if you make the time; even if it’s just 10 minutes a day, it makes a world of difference and by doing so you will set all students up for success.

In order to promote acceptance and social integration of children with disabilities in schools, communities and our society, I feel that there needs to be more training and more talk about these students in the community. All too often I hear that these students are just bad and should not be in regular classes, but I feel that it stems from the fact that there is just a lack of information. General education teacher should be he offered more professional development on students with exceptional needs before these students are included in their classroom so that they are not afraid of having them in their rooms and they are able to help them the best way possible. Also, as stated in our book, parents need to know when to ask questions, make demands or even just know their rights when it comes to the education and well-being of their children. Having a diverse classroom is one of the most difficult things there is, but with the proper training and compassion it definitely can be a rewarding experience. As I said before, I feel that we as a society have come a long way, but there is still more work to be done. 

Blog Post #2- Kristin Morgione

In Education for All: Critical Issues in the Education of Children and Youth with Disabilities, Jimeniz and Graf (2008) place recognition for the legislations to the “parent’s desire for their child’s social acceptance and learning that they could use to navigate in the real world as adults” for an inclusive education (p 52).   An inclusive education can take on many different models depending on the needs of the student. In my professional experience, students are placed in the general education classroom for the full day with few to no classes in the resource room.  Kids are “included” in the classrooms, meaning they have a seat within that room, but not necessarily feeling like a “part” in the room.  Teachers provide accommodations within the classroom or modification of the curriculum.   They commit the extra time to adapting their lessons to the learning styles within the classroom.  The trouble I see is with the acceptance of their peers.  Students at the middle school seem to accept students with physical disabilities, or even those students with autism, with open arms  They help them to classes, sit with them at lunch, and joke with them in the classroom.  It is the students with learning disabilities, emotional disabilities, or even those with ADHD that their peers often do not show the compassion or understanding to include them within the school building. Their peers do not see the actual disabilities and view those learners as disruptive, noncompliant, and holding them back from progressing.  It is the school’s job to promote the positive interactions.

According to Exceptional Lives: Special Education in Today’s Schools, authors explain what one teacher or classmate may find is that a student is often disrupting other students when he/she needs to be working independently.  The student may be misreading social cues and interprets nonverbal facial gestures or even verbal inflections incorrectly.  Students need to be seated near a peer role model to establish a relationship so they can practice specific social cues (A. Turnbull, R. Turnbull, Wehmeyer, & Shogran, 2016). Often times schools have social groups conducted by the speech and language therapists that helps the students practice these behaviors after viewing videos and watching their expressions in a mirror.  Teachers even have students with disabilities come in and eat lunch with some of their peers to model conversations that are “typical” of their age group.

Outside of the classroom, students with disabilities are entitled to participate in nonacademic/extracurricular activities with his/her nondisabled peers in accordance to the individualized education plan(IEP).  These activities can be academic and special interest clubs such as drama, chess, chorus, and even sports teams.  A perfect example is Jason McElwain and his dedication to the sport of basketball.  He began practicing with the team, becoming a team manager, and eventually entering a basketball game.  Coaches and instructors need to promote more experiences for students with disabilities in the community.  As mentioned in the ESPN video clip highlighting Jason McElwain and his 20 point basketball game, Magic Johnson states, “That was his moment to shine.  That was his moment to say ...‘I’m just a regular kid, doing regular kid things’ ” (Go Bucks, 2008).