Homework

=Homework for 6-8-11: Read Chapters 2-5 and...= Post, on this page right here, the way in which you are going through these chapters. For example, are you making notations in the text, writing out separate notes, doing the activities described, using post-its or graphic organizers. If you are using something other than what I have provided, please post it fr all of us!

Second, post on this page, some of your "BURNING QUESTIONS or THOUGHTS" as you read the Chapters. For example, "I might explode if we don't discuss ___ from Chapter__ _.

See how easy this is

I am not sure whether to put my comments on the top or bottom of this page, so here they are?!! Here are some burning thoughts/questions I have about the last section of the book. First of all I LOVE MAPS on page 257 in chapter 11!! It's a tool to help a child's team "think big." It basically asks and answers what does the child and family want. I think of this as being kind of like an IEP transition plan but for any age student. It focuses on strengths and potential and this is a necessary thought process for an inclusion building. I also love the questions for family like; what are your dreams and what are your nightmares. I think it's good to put the nightmares right out there so that everyone is headed in the right direction!! I also love how there has to be a plan and the group HAS to meet again. I wonder if this has been used anywhere and what the reactions to it are? I also have some comments about chapter 12. This chapter is about teaming and as I read it I was constantly nodding my head because all or at least most of the ideas on collaboration and cooperation are already happening with my team. As long as I have been an E team teacher, I have had extremely positive experiences with teaming and inclusion. I feel that any team that has the fundamental belief on page 283 that all students can learn and that those learners have the right to be educated with their peers is definitely on the right track!! There is always something we can do better but we are fully able to jump around with all of the teacher roles and we are definitely in the mindset of OUR students. I would love to see more involvement on the team with our therapists, counselor, and psychologist. Also, I want to use some of the ideas on tabel 12.4 for working with paraprofessionals. What are some positive experiences others have had with their TA's?? Ellen Main

I really liked the Communication Opportunites Across the School Day chart p. 135. Great ideas for all students. I found the information on being a Supportive Communication Partner (p.134) to be very enlightening, especially the section on Respect Gaze Avoidance. I had a student that did not look directly at me when I was teaching, but whenever he was called upon to answer questions, etc., he was right on target. Chp 9, Rethinking Behavior was one of my favorites in this book. It is going to be my goal this next year to use this chapter to to help with all of my students whenever there is a behavior that I am questioning. I feel that many times student behavior is misunderstood and teachers do not take the time to really listen to the student before reacting to the behavior. I love the suggestion of involving the family! What great examples of how having a good working relationship with parents can be helpful to the child and the teacher. I plan to share this chapter with my team of teachers and hopefully set the tone for parent involvement early in the school year. - Joye Solvie

Hi! This is just my "digital media skills teacher" opinion but instead of using Kid Pix, one might try Photo Story 3 for Windows for the D-LEA project described on page 170. Kid Pix is a drawing program very similar to Paint but age appropriate and it is a very old program. I noticed 2002 was when the D-LEA project since that time, technology, especially in dealing with media insertion, has evolved tremendously.

If you teach in Unit 5, Photo Story for Windows 3 is in "run advertised programs." If you don't teach in Unit 5, it is a free download (try this link for Windows XP: [] or go to [|www.microsoft.com] for other versions of Windows ). The tutorials are very easy to follow, too. ~Julie Basting

P.S. Yes, I did put this in the discussion section too! My bad....

Chapter 8 Comment: I really want us to talk about the concepts of presuming competence and multiple literacies. I love that presuming competence requires a teacher to turn inward and ask what else can I try with my student? All of us in this class are most likely in this mindset. It's part of wha prompted us to take the class, but how can we get our colleagues to this point? I think about sharing many of the little stories with them as a start?! The concept of multiple literacies asks teachers to value a wide range of literacy skills and abilities. I have had much experience with students when I am not able to measure or observe what they can do. I work with one student who demonstrates her knowledge all the time, but it is not obvious at first. I have to go away from the teaching session and write out my observations and/or observe a video of her! I have pages and pages of documentation that she gets many skills, but how do I get this information to her future teachers? Also, how important is it for me to teach her how to communicate her knowledge so that others will get her sooner?! That thought doesn't seem fair to her, but I am trying to think of the fact that so many educators are not going to take the time to investigate or are not going to understand how to do it?? Thoughts on this rambling??? Ellen Main

As I read the chapters, I try and think of specific students that i've worked with that are on the spectrum and have had similar needs, behaviors, and issues. I then try and think about what I/we could have done differently to make their school experience more beneficial. A burning question that I have is "how should discipline be handled for kids on the spectrum?" and "when is discipline appropriate?" I've seen kids on the spectrum get disciplined/ suspended for behaviors that are related to their diagnosis and I'm pretty sure this is completely ineffective. I think administrators struggle with this issue. Maybe it would be appropriate for the IEP team to address appropriate consequences when writing individual behavior plans. Robyn Cashen

I LOVE these chapters. I also emailed out the following link to our bilingual teachers and to our new special education tech coordinator: www.tarheelreader.org (accessible and free books). This may be a great website for many students to use (read the warning that all books may not be appropriate - not sure what that means yet). I think I now have my project idea. I want to use video modeling for my students next year. I am making a list of all the different school/classroom routines that I could video record for students. I could select a variety of students to video completing specific routine(s). These could also be available school-wide for new students in the building or re-teaching opportunities. I will also need a photo release and permission from parents before recording. I'm looking forward to class! Sue Warren

I am enjoying this book now that I have passed the all the background information, definitions, legalese, etc. :) I think that one of the greatest components of this book is the " autism perspective inserts" that Paula uses to help the reader better understand the topics she covers. I've been highlighting and using the Post-Its to help me keep track of all the great information. AND Yes, Julie V. I agree with you that the RTI process has definitely helped our school to become more inclusive! It definitely will also encourage more stakeholders to take an active role in becoming advocates for our students. I also see glimpses of PBIS doing the same! Looks like we are headed in the right direction!!!! Angela S

O.K........ so I'm reading chapter 2 and the school plans for Inclusive School Models. I am thinking these plans are very similar to the RTI process we have implemented at Bent School, and next year we are taking our program to a new level where we will meet with grade levels more often to better meet individual needs of our students. Does anyone else think that the RTI process and Inclusive schools are similar?? Thanks.............Julie Vesper

OK, I'm in. Yeah!! My first Wiki usage. This sounds just like really good differentiated instruction to me (which is also a part of RTI) Some of the teachers at OLY are already doing a great job with this. I would love to discuss how other schools are finding "time" for good collaboration. Thanks - Beth H

First question above is to post how we are going through the chapters! I am highlighting a bit as I read but then taking notes in a notebook with page numbers and comments. I don't like to highlight too much and mess up the pretty book!!! Ellen Main

I like to highlight and make notations on thoughts I have in the book. I would like to discuss what exactly free and appropriate education means and who decides that? I love working in an inclusive classroom but, don't think it is appropriate for all. Especially when working within the confines set by the state. Anne Portz

Me again! I just have SO MUCH to say about any and all pages in this book!!! But, I will talk about just one place right now. In Chapter 3 Role of the Teacher on page 47 the 4th idea from Paula about teachers supporting students with autism is to preserve student dignity. I love the statement made that **it's the teacher's job to find space and time for students to shine and reveal their complexities to others**. What a powerful idea that is!! How could a student not experience success if all teachers took this job to heart?!! What we teach and how we teach has got to become second to relationships with our students!! I KNOW that I have gotten more academically out of my students because of my relationships with them. Thoughts?? Ellen Main

I am really enjoying this book. As I read, I highlight parts that "speak" to me and jot down notes on this I want to revisit or explore more. I generally go back and reread the highlighted parts and my notes. While I was reading chapter two, I was thinking about how at my school, we include autisic students in the regular classroom but I think we unfortunately lump them in the same category of "autistic students" and tend to use the same supports and services for each autistic student. On page 39, Kluth notes that "students with autism are often educated together because they share a label, not necessarily because they have common needs." Along with this thought, in Chapter 3, Kluth talks about recognizing differences in each student, autisic or not, and to encourage them to express their individuality. To often we want "cookie cutter" students because that is easier on us. In Chapter 4, I like the idea of the student learning log as a way to communicate with parents. It's a nice way to keep them imformed of what happened during the day, homework, and other communications. I must admit that Chapter 5 makes me nervous. This chapter has an enormous amount of information but since each student has different triggers, there will be a big learning curve with each student. What are some ideas others have about information a teacher should have ahead of time for the student? To much information is not always a good thing or with an autisic student is this not true. Treva Budde

Hi! We're home from our WI cabin. It was great but back to work. I read the chapters up there. I LOVED the checklist on pages 34-35. So often, at our school, it is "my team" and "my kids." I remembered as I was reading this how a student teacher on a core team wouldn't tell me about an issue with a student because this young lady was "one of the kids on her team" and it didn't matter that the student was in my class. Another time, I overheard a special ed teacher say to the TA assigned to my room, "make sure my kids do okay in here." I thought: what was I going to do, string them up? I always give my students choices for projects and the same TA limits their choices. I think it is because she doesn't understand th e projects but after reading this, I'm going to speak up. Everyone deserves the same choice in my classroom. Enough ranting. I enjoy reading this book and it has given me some ideas. I've highlighted, underlined and wrote notes in the margins. Later, Julie Basting

I have really enjoyed reading Chapter 2. Since my school is moving toward a more inclusive setting for all students next year I can't wait to share much of the info from this chapter. I'm especially excited to use the chart on pg. 26 with the teachers I will be collaboratinl with! Erin O'Grady

I agree that chapter 2 is easy to enjoy!!! Carolyn and I have already had a discussion about the paragraph in the middle of page 38!! This paragraph is about the assumption that some parents and teachers make about students with disabilities who they claim cannot be provided an inclusive education. Well, the paragraph states that students do not need to keep up, do not need to engage in the curriculum in the same way, and do not need to practice the same skills to participate in an inclusive education. There are so many ways that any student can participate in the same education as his or her peers. Not keeping up is the biggest complaint I hear from teachers and my problem with that is who is judging how or if a student is keeping up and what or who is the student not keeping up with?? Each student just needs to keep up with himself or herself. As long as learning and growth is happening, then we are in business. This topic always brings me back to my first years of teaching (early 90's) when I worked with a group of students in an instructional setting. I remember seeing activities and lessons that were happening in regular education and feeling strongly that my students could handle that and would benefit from it!! Now, of course, I wish that I had pushed for their inclusion!!! **All** of this book affects me, but another burning thought I have is from page 61. A statement is made that says many parents become difficult because their views are dismissed and their membership in the educational partnership is threatened. I believe this to be so true! Parents come to us with their own baggage and histories with other teachers or schools. Gaining their trust is so important and it is something that I have learned to work hard at achieving! What a difference reaching out to parents can make in the school year for the student and for me. So many issues can be avoided by a willingness to have constant open communication! Ellen Main

As I am reading through the chapters I have been highlighting sentences or ideas that stood out to me so when I get done reading the chapter I could go back over the things that highlighted. I think the thing I have enjoyed the most from this book so far are the quotes. Each time I read one - I stopped and thoght about students I have had over the previous years. The first quote on page 15 under Social Differences and the first quote on page 18 under Interests and Facinations really hit home. Jill Burroughs

I have been highlighting sentences and ideas that stood out to me so that I can go back and reread the highlighted areas, too. As I have been reading, when I think of a student, I have writtten his/her name out to the side. One thing that I found interesting was in Chapter One pg. 18---"When is an obsession, not an obsession? When it is about football!" That was an "aha moment" for me. While I at times indulge my students who are sports fans, or who are obsessed with a certain sports team, I have often been told not to tolerate an autistic students "interest or fascination". As I reflected on this, I questioned why the difference.....the only thing I could come up with is that an obsession is tolerated when the student can "regulate" the obsession. I will be more aware and tolerant of this with my autistic students....I will try and "celebrate" these "loves" instead of always discouraging them. I was also fascinated by the statement on pg. 15 which stated "a common stereotype is that students with autism are not interested in social relationships........nothing could have been further from the truth". It was interesting to read the personal responses in which it was stated that it was not a preference for these children to be alone....but it was a result of their own limitations. That inspires me to try and help my students make connections with other students and build relationships, even when it "appears" that due to the autism, the student is not interested in social relationships.- Joye Solvie

Can anyone think of situations when instruction might need to occur outside of the general education environment? Also, I have been told by administrators that school schedules are driven my music, physical education, art, and library schedules. Therefore, what ideas do we have to allow special education teachers to get into the general education classroom? Especially when special education teachers are responsible for multiple grade levels, varying number of special education minutes per student, for a variety of individualized educational plans, and juggling 3 to 8 general education classroom schedules? The best parts of Paula Kluth’s book for me are all of the personal stories from individuals with Autism and their families. They say it so well. Paula has chosen such great examples. Sue Warren

As I have been reading through the chapters, I have been highlighting insightful quotes, examples and points that make me think differently. I like the ideas in Chapter 5 about the "Learning Lab" and the use of the masking tape to separate places for students to "sit and learn" or "move and learn." As I am reading, I am finding that all of these examples are things that might work for other students in the classroom as well. See you tomorrow in class! Christine Mitchell

I have been highlighting and making notes in the margins as I have been reading the chapters. One thing that really stands out to me, because Paula brings it up multiple times, is the importance of listening to students and their families. If we really want to get to know our students as individuals we need to utilize our greatest resources, the students themselves and their families. Another thing that struck me is what Ellen already mentioned on page 38. I personally feel that many educators don't have this viewpoint of the inclusive classroom and if they did things would hopefully be different. All of the items to consider for creating the optimal learning environment in Chapter 5 was also great. Some of them seem easier for me to tackle than others though due to the limitations I have in my classroom (ex. no windows so no option of natural light). Carolyn Sunkel

As I read I highlight things that make me pause and think. I also star things that I could use in my classroom so I can easily go back and find them later. One thing I would like to discuss is the information on page 37 from Smith (2007) his study "found that as a country, the United States is actually regressing when it comes to including students with intellectual disabilities in general education classrooms." I was very surprised by this and it made me wonder why? I would assume that more students were being included. Logan Beckman

I have attached an article I thought you would might enjoy reading for my assignment last week. Chapter nine inspired me to share this personal story. It was written by my son Andy who is now attending the University of Illinois. Judy Szabo