I was with Ricki the other day at the dentist, in an out-patient clinic of one of the Tel Aviv hospitals. This hospital, which used to be very easy to reach by bus is now a real “pain in the neck” to reach, involving two bus rides minimum.
When we entered the clinic, I saw one other parent, waiting while her young child was being treated under general anesthetic. She was a fellow “frummie” (orthodox religious Jew), and she flashed us a smile, but I got the feeling that she would have flashed a radiant face to anyone entering. In fact, I suspected that she had definitely grinned when she saw Ricki.
Within minutes, I was sure of it. The friendly lady started trying to have a conversation with my daughter. Ricki responded with a growl and a mumbled “leave me alone”. It didn’t phase this lady. She continued asking Ricki about herself, talking about her child, , what was going on in the clinic, all in an informative yet casual way. She won Ricki over within minutes, and had her hanging on the woman’s every word. She spoke to her in a mature way, not condescending at all.
At one point she asked Ricki if she knew “Miss XYZ”, who is a 25-year old woman with Down syndrome in our community. Ricki doesn’t know this woman, but apparently the woman in the clinic (who was also about 25) does. I don’t know how, but the results were clear: she was not afraid of Ricki, and communicated casually yet clearly to her. This shows so strongly the case for inclusion in schools and the community. When people get to know teens and adults with Down syndrome (because these teens and adults are NOT buried away in a “special” environment 24 hours a day), they learn to react to them as PEOPLE, without fear... with plain common sense. And that carries over to their interactions with others with disabilities.
Now I suspect that this lady is a bit more of a “mentch” ((good person) than most are. I don’t know. But I do know that I would like to see more of people like that!
Showing posts with label inclusion. Show all posts
Showing posts with label inclusion. Show all posts
Friday, November 13, 2009
Wednesday, June 17, 2009
End of Era
This should have been posted last Friday, but I wanted to post the “current event” items that I did. However, Friday marked the end of an era.
For the last six years I have almost daily had to work preparing materials for Ricki’s Aide to use in her inclusion. The year before that, when she was homeschooled, a full day each week was spent making materials for the next week. And before that, I spent some 3 years making games, flash cards, word cards, etc. for Ricki’s reading program. But the most labor-intensive of these years were the last three, when she was in higher grades, and needed more adaptations than when she was younger, and the Hebrew texts were not that easy for me to read. (Hebrew is a second language for me.)
Suddenly, its over. Ricki finishes eighth* grade in 2 weeks, and these last two weeks are devoted entirely to graduation and end-of-the year-play rehearsals. Her studies in an inclusive class are finished; next year she will be in a special-education class. The teachers will have to do the preparing.**
Of course, it doesn’t mean that I won’t be preparing materials. (I’m probably addicted already.....) I will surely do stuff with Ricki in the afternoons. In fact, on that memorable “last day of studies” Friday last week, I drew a quick map of our neighborhood, and had Ricki join me on an errand, and practice finding the address/location of a place one is unfamiliar with.
The difference is that the pressure is off. No more “must do today” work. And I can choose to teach and spend time on topics of my choice. There need no longer be the scene of my staying awake to 2 AM to prepare a topic, only to discover that the teacher changed her mind at the last moment, and did something else entirely. I am glad I did what I did, but I am happy to be moving on.
(Pictured: a template designed to encourage writing sentences on family events for "writing sentences" instruction.)
[* The reason I prepared materials for six years rather than 8 is that Ricki was in first through third grades at one school, in a class of girls younger than her, and in fourth grade she switched schools, and they jumped her up to her age level, to sixth grade....]
[** I know, in America, the aid does the adaptations, but inclusion is still pretty much in its infancy here. Ricki was the firstchild fully INTEGRATED in grade school ( as opposed to mainstreamed) here in our town.]
Monday, June 8, 2009
A Stay-at-Home-Day
This morning Ricki’s aid called in to say that her child was sick and she would not be coming to school. That means no school for Ricki. Never mind that she had a final in geography today, a vaccination (which I hope she can still get tomorrow), and other various things. Never mind that I had other plans for the morning than being a baby-sitter for Ricki. I DID tell her to look for alternate care of her child for tomorrow, in case the child would still be under the weather.
So later today I will have to call the geography teacher to ask if I can give her the exam (and if not, what?), and phone a classmate to see if there are any announcements. It could be that today is the last (unofficially) day of formal studies. Tomorrow they will probably start rehearsals for the play/graduation ceremony that should be about three weeks from now.
Earlier, Ricki was being a real pest, but now she seems to have calmed down and is listening to music. Maybe her belligerence was due to the change in schedule, but I suspect her change in mood has more to do with her CONCERTA (ADHD med) kicking in. Until it begins to work she can be a rather ornery creature. That is no excuse, of course (and I reprove her), but it is also a rather consistent state of affairs in the early morning
So later today I will have to call the geography teacher to ask if I can give her the exam (and if not, what?), and phone a classmate to see if there are any announcements. It could be that today is the last (unofficially) day of formal studies. Tomorrow they will probably start rehearsals for the play/graduation ceremony that should be about three weeks from now.
Earlier, Ricki was being a real pest, but now she seems to have calmed down and is listening to music. Maybe her belligerence was due to the change in schedule, but I suspect her change in mood has more to do with her CONCERTA (ADHD med) kicking in. Until it begins to work she can be a rather ornery creature. That is no excuse, of course (and I reprove her), but it is also a rather consistent state of affairs in the early morning
Tuesday, June 2, 2009
Comments on Inclusion
By way of the Jewish Blogosphere “Magazine” Carnival, Hevel Havalim, a very sad post at “Open Minded Torah” about a father’s inability to get a chareidi cheder (school) to accept his young son who has Down syndrome, as a student.
One person who commented on the post, among others, a Mr.Havlei, said the following:
“The concept of mainstreaming is in general a selfish parental endeavor designed to avoid stigmatized special education while ignoring a. the current educational ability and needs of the childb. the extra burden placed on his mainsteam teacher, presumably ill equipped to deal with physical disabilitiesc. the school which as as a private institution can only survive financially by attracting the best students.Mainstreaming was a government ideal in the UK when they created comprehensive schools. It was a miserable failure. “
He also wrote:
“If Rickismom would google “downs uk mainstreaming” she would find that while the few mainstream schools that are forced to accept Downs, they have to offer a form of special ed by bringing in specialized staff that can overlap that of the mainstream teachers.As if it’s just charedi schools that have a problem, here in the heart of England, normal government schools find themselves fighting the wishes of the individual with those of the majority: http://www.guardian.co.uk/education/2009/may/19/downs-syndrome-school”
I would like to answer these accusations here in the public forum.
My daughter Ricki, who has Down syndrome plus ADHD, has been integrated in a regular classroom from earliest pre-school through eighth grade in Israel. (Next year we are putting her in special ed, not due to her inability, but due to the inability of schools to be a bit flexible in important things like giving us the material to be studied in advance. We, like many of the parents in the”Guardian” article Mr. Havlei mentions, have decided to go special ed not due to our child’s inability to be included, but due to the inflexibility of educators.) I have several points:
1. Mr. Havlei, I don't know where you heard that England gave up on inclusion. It is false as can be. While some schools are often reluctant to make the switch to inclusion, and parents can get disheartened, the experts on education for children with Down syndrome, and most parents, are still opting for inclusion. Down'sEd of England has studies that show consistantly the benefit of inclusion for children with Down syndrome.
It is important to note that this "inclusion" is not taking the kid and dropping him into the regular classroom, period. We are talking about a child with an intellecdtual disability. OF COURSE, as you write, “they have to offer a form of special ed by bringing in specialized staff that can overlap that of the mainstream teachers.”. This child needs the SERVICE of special education”. He DOES have an intellectual impairment, and a serious one at that. But special education is a service, not a PLACE. It can be delivered in the regular classroom, and if done correctly—with guidance to the staff- it is MUCH more effective (STUDY proven) than special ed delivered in a separate classroom. And studies have shown this option to have no effect on the scholastic level of the other students, and it also costs less to implement.
2. Inclusion means taking the material to be studied, deciding what part of it this student needs to learn, and what other things we want him to get from the class. For example, when Ricki studied "Italy" in 6th grade, she did not need to learn as much as her classmates. But she learned a few pertinent facts, AND she did adapted school work, in which she worked on the following:-writing sentences to label pictures of Italy. (for a picture of a vineyard: "In Italy there are vineyards.")-learning to use a dictionary (looking up the definition of "Gondola")-handwriting skills (copying the definition to her booklet-increasing vocabulary: (matching words to definitions) gondola, valley, port, export, import-reading comprehension (reading the textbook text: either highlighted parts, or re-written easier version of original pasted into her copy of the text)This year as she learned about telescopes, cameras, and microscopes, we did much of the same, but also did a whole work on using the yellow pages to find a camera store. And we did a similar "yellow-pages" task when studying "Shatnez" in chumash vayikra (mixture of linen and wool, Leviticus).
3. Mr. Havlei, your statement that parents only send their children to inclusion "selfish parental endeavor designed to avoid stigmatized special education while ignoring" is INSULTING!!! As is the statement:"ignoring the current educational ability and needs of the child".This goes along with the canard always thrown at parents who expect their children with DS to read, etc, that we are "not accepting the reality of my child's retardation". EXCUSE ME!???!! I LIVE with my child. And I am the one who will have to deal with my child as an adult. I know EXACTLY what my child is-and isn't. But when an educator who has never ONCE read any up-to-date information on Down syndrome, has read NO studies, has gone to NO INTERNATIONAL conferences, tells me that "Children with Down syndrome can not learn to read", and expert educators in England have proven not only that they CAN, but HOW to reach that goal, am I ignoring my child's needs by insisting that she be placed in a school with a siyat (aid) who will help her obtain this vital skill? I would also point out that in the special ed classroom, the teacher and one aid are able to give each of the four pupils about a half-hour of one-on-one daily. My daughter in inclusion gets about two hours of one-on -one daily, plus the language and behavior benefits of the normal classroom. And it costs the government LESS.
4. The problem of a bigger work load for the teacher.
If the school system, instead of taking the funds this student would have received in a special-ed setting, gets refused services, and the teachers refuse training, yes, it will be a burden. But if we stop trying to save money on the backs of special ed students (which will backfire eventually, as the disabled adults they become will be lower functioning, and a greater burden on society), and provide the teachers with the help they need, the workload does not fall on the teacher. There may be the initial trial of the “switch in service thinking”, but the end result will be teachers that are more aware of ALL their student’s needs, and a society that is more receptive of individuals who are different.
Ricki's teachers main jobs this year was to:
a. Give me the material to be studied a day or two in advance
b. Be willing to ask Ricki an easy question.
If they had been more willing to be a part of our planning, and had had the support to do so, they could have done more, and have been paid for that effort. The major work of adapting can be done by an aid, the teacher, or a “special education” teacher working as support. In ANY case the work should be paid for.
I will add that much of the material used to support the child with Down syndrome will and can be used to aid students who are weak in their studies.
One person who commented on the post, among others, a Mr.Havlei, said the following:
“The concept of mainstreaming is in general a selfish parental endeavor designed to avoid stigmatized special education while ignoring a. the current educational ability and needs of the childb. the extra burden placed on his mainsteam teacher, presumably ill equipped to deal with physical disabilitiesc. the school which as as a private institution can only survive financially by attracting the best students.Mainstreaming was a government ideal in the UK when they created comprehensive schools. It was a miserable failure. “
He also wrote:
“If Rickismom would google “downs uk mainstreaming” she would find that while the few mainstream schools that are forced to accept Downs, they have to offer a form of special ed by bringing in specialized staff that can overlap that of the mainstream teachers.As if it’s just charedi schools that have a problem, here in the heart of England, normal government schools find themselves fighting the wishes of the individual with those of the majority: http://www.guardian.co.uk/education/2009/may/19/downs-syndrome-school”
I would like to answer these accusations here in the public forum.
My daughter Ricki, who has Down syndrome plus ADHD, has been integrated in a regular classroom from earliest pre-school through eighth grade in Israel. (Next year we are putting her in special ed, not due to her inability, but due to the inability of schools to be a bit flexible in important things like giving us the material to be studied in advance. We, like many of the parents in the”Guardian” article Mr. Havlei mentions, have decided to go special ed not due to our child’s inability to be included, but due to the inflexibility of educators.) I have several points:
1. Mr. Havlei, I don't know where you heard that England gave up on inclusion. It is false as can be. While some schools are often reluctant to make the switch to inclusion, and parents can get disheartened, the experts on education for children with Down syndrome, and most parents, are still opting for inclusion. Down'sEd of England has studies that show consistantly the benefit of inclusion for children with Down syndrome.
It is important to note that this "inclusion" is not taking the kid and dropping him into the regular classroom, period. We are talking about a child with an intellecdtual disability. OF COURSE, as you write, “they have to offer a form of special ed by bringing in specialized staff that can overlap that of the mainstream teachers.”. This child needs the SERVICE of special education”. He DOES have an intellectual impairment, and a serious one at that. But special education is a service, not a PLACE. It can be delivered in the regular classroom, and if done correctly—with guidance to the staff- it is MUCH more effective (STUDY proven) than special ed delivered in a separate classroom. And studies have shown this option to have no effect on the scholastic level of the other students, and it also costs less to implement.
2. Inclusion means taking the material to be studied, deciding what part of it this student needs to learn, and what other things we want him to get from the class. For example, when Ricki studied "Italy" in 6th grade, she did not need to learn as much as her classmates. But she learned a few pertinent facts, AND she did adapted school work, in which she worked on the following:-writing sentences to label pictures of Italy. (for a picture of a vineyard: "In Italy there are vineyards.")-learning to use a dictionary (looking up the definition of "Gondola")-handwriting skills (copying the definition to her booklet-increasing vocabulary: (matching words to definitions) gondola, valley, port, export, import-reading comprehension (reading the textbook text: either highlighted parts, or re-written easier version of original pasted into her copy of the text)This year as she learned about telescopes, cameras, and microscopes, we did much of the same, but also did a whole work on using the yellow pages to find a camera store. And we did a similar "yellow-pages" task when studying "Shatnez" in chumash vayikra (mixture of linen and wool, Leviticus).
3. Mr. Havlei, your statement that parents only send their children to inclusion "selfish parental endeavor designed to avoid stigmatized special education while ignoring" is INSULTING!!! As is the statement:"ignoring the current educational ability and needs of the child".This goes along with the canard always thrown at parents who expect their children with DS to read, etc, that we are "not accepting the reality of my child's retardation". EXCUSE ME!???!! I LIVE with my child. And I am the one who will have to deal with my child as an adult. I know EXACTLY what my child is-and isn't. But when an educator who has never ONCE read any up-to-date information on Down syndrome, has read NO studies, has gone to NO INTERNATIONAL conferences, tells me that "Children with Down syndrome can not learn to read", and expert educators in England have proven not only that they CAN, but HOW to reach that goal, am I ignoring my child's needs by insisting that she be placed in a school with a siyat (aid) who will help her obtain this vital skill? I would also point out that in the special ed classroom, the teacher and one aid are able to give each of the four pupils about a half-hour of one-on-one daily. My daughter in inclusion gets about two hours of one-on -one daily, plus the language and behavior benefits of the normal classroom. And it costs the government LESS.
4. The problem of a bigger work load for the teacher.
If the school system, instead of taking the funds this student would have received in a special-ed setting, gets refused services, and the teachers refuse training, yes, it will be a burden. But if we stop trying to save money on the backs of special ed students (which will backfire eventually, as the disabled adults they become will be lower functioning, and a greater burden on society), and provide the teachers with the help they need, the workload does not fall on the teacher. There may be the initial trial of the “switch in service thinking”, but the end result will be teachers that are more aware of ALL their student’s needs, and a society that is more receptive of individuals who are different.
Ricki's teachers main jobs this year was to:
a. Give me the material to be studied a day or two in advance
b. Be willing to ask Ricki an easy question.
If they had been more willing to be a part of our planning, and had had the support to do so, they could have done more, and have been paid for that effort. The major work of adapting can be done by an aid, the teacher, or a “special education” teacher working as support. In ANY case the work should be paid for.
I will add that much of the material used to support the child with Down syndrome will and can be used to aid students who are weak in their studies.
Tuesday, April 21, 2009
“Different Journey, Same Destination” A story on Down syndrome
This phrase was originally used by a disability advocate to express his view about people with special needs and/or disabilities having the same aspirations as the rest of us. But I have heard nearly the same quote in a much less positive way. I hear this phrase from a mother who had done the blood-sweat-and-tears to have her daughter included in the early years of inclusion in Israel. (In those days, as when I myself started including Ricki, the government gave no support, all costs where footed by the family, and parents requesting inclusion where assumed to be non-accepting of their child’s condition.) Eventually, when her child reached the age of first grade, she reluctantly gave up and put her daughter into special ed. As she bemoaned: “I spent all that time, money, and energy, and the end she ended up in the same special-ed class she would have been in normally.”
Her child had experienced a different journey, yet the destination was the same.
Next year, Ricki will also enter special ed. I have serious doubts that I will find a high school (and not to forget, a truly capable aide) willing to work with me in a way as to make Ricki’s inclusion both workable and worthwhile. So I wonder, is this also a case of “Different Journey, Same Destination”?
The answer is a resounding “NO!”
Ricki is not going into special education for first grade. Next year will be the start of high school for her. Those years of inclusion were not wasted. Her vocabulary, both passive and active, is huge. Also her expectation to be treated normally is well-ingrained. Those things alone, no to mention her high level of studies, are something that will not go lost. She owns them, and will carry them to wherever she goes.
Her child had experienced a different journey, yet the destination was the same.
Next year, Ricki will also enter special ed. I have serious doubts that I will find a high school (and not to forget, a truly capable aide) willing to work with me in a way as to make Ricki’s inclusion both workable and worthwhile. So I wonder, is this also a case of “Different Journey, Same Destination”?
The answer is a resounding “NO!”
Ricki is not going into special education for first grade. Next year will be the start of high school for her. Those years of inclusion were not wasted. Her vocabulary, both passive and active, is huge. Also her expectation to be treated normally is well-ingrained. Those things alone, no to mention her high level of studies, are something that will not go lost. She owns them, and will carry them to wherever she goes.
Sunday, September 7, 2008
“What can we do different?” vs. “Mommy Bashing”
I once read that when administrators and school psychologists were asked the question, "Whose fault is it if the student is not succeeding?", and given the choices:
parent
student
school
a huge percent (98%?) said "parents and/or student.”
ie., It couldn't be because of the teacher/school!
My daughter Ricki is one of the first students with Down syndrome to be really integrated into a grade school setting in our town, and indeed in Israel. Before that time some kids were “dumped” into regular grade schools (ie, included without adapting the materials, and without enough support), but few where truly included. She was integrated into a certain school from first grade (she was 2 years older). The school refused to accept our offer of free consultation. saying,"we can do it ourselves". They did a very poor job, and every single year at the IEP they had a "Bash the Mommy" session.
One year when they said "this isn't working!" I suggested that NOW maybe they would consider using our (free for them) consultants. They refused, saying that we were cruel parents, unrealistic, and didn't accept the reality of our daughter's retardation.
Finally, after three years of this fiasco, I managed to get her transferred to a different school. They jumped her up to sixth grade (instead of fourth), to her age group. And she did much better that year, despite the higher level of the studies. Things weren't perfect, however.
So, when the IEP came around I braced myself for some "Mommy bashing." After all, it took less than three years to train Pavlov’s dogs, and I dreaded the upcoming session. I felt physically ill in anticipation.
Not once in that IEP meeting did I hear the words “improper placement”, “not fitting”, etc. They admitted some problems, and held at a separate time a staff meeting. I heard that at this meeting the “problems” were laid out. And then the principal said: “OK. What can we do different to change this?” Now THAT is an Educator!
parent
student
school
a huge percent (98%?) said "parents and/or student.”
ie., It couldn't be because of the teacher/school!
My daughter Ricki is one of the first students with Down syndrome to be really integrated into a grade school setting in our town, and indeed in Israel. Before that time some kids were “dumped” into regular grade schools (ie, included without adapting the materials, and without enough support), but few where truly included. She was integrated into a certain school from first grade (she was 2 years older). The school refused to accept our offer of free consultation. saying,"we can do it ourselves". They did a very poor job, and every single year at the IEP they had a "Bash the Mommy" session.
One year when they said "this isn't working!" I suggested that NOW maybe they would consider using our (free for them) consultants. They refused, saying that we were cruel parents, unrealistic, and didn't accept the reality of our daughter's retardation.
Finally, after three years of this fiasco, I managed to get her transferred to a different school. They jumped her up to sixth grade (instead of fourth), to her age group. And she did much better that year, despite the higher level of the studies. Things weren't perfect, however.
So, when the IEP came around I braced myself for some "Mommy bashing." After all, it took less than three years to train Pavlov’s dogs, and I dreaded the upcoming session. I felt physically ill in anticipation.
Not once in that IEP meeting did I hear the words “improper placement”, “not fitting”, etc. They admitted some problems, and held at a separate time a staff meeting. I heard that at this meeting the “problems” were laid out. And then the principal said: “OK. What can we do different to change this?” Now THAT is an Educator!
Tuesday, June 17, 2008
Our Trip to the Galilee (or Inclusion Vindicated) part two
Near the second river we waded along, we reached the Kinneret (sea of Galilee). On seeing it, and being told that THIS is the Kinneret, Ricki nodded in recognition (the Kinneret being one of those few landmarks on the map that Ricki was expected to be able to label). She gazed and added with wonder: “Gosh, its BIG!” She hurried to point it out and “share” her discovery with her classmates. We quickly reached Tiberius. There I took some pictures of Ricki along the shore.
The nicest part of the trip was the boat ride we took for an hour on the sea. It was a big boat, and the girls sang and danced. And Ricki was a part of the crowd, amongst everyone, included in the entire goings on.
As I watched, a happy bystander (I wanted Ricki to be with her friends WITHOUT me tagging along). my mind flashed back several years. At that time Ricki had been in first grade, at a different school. At the end of the school year, we received a disk with short videos of different highlights of the school year. I was horrified when I noticed that in all of the shots taken during the class trip, and even most of the in-class shots, Ricki was with her aide… and ONLY the aide. She was separate from the other girls, and “included” only in the fact that she sat in the same classroom. Yes, the girls would wave to her on the street, but never, in all of her three years there, did a classmate phone her. This school (which at the time was the ONLY school willing to accept her) was the school whose principal repeatedly told me that I was crazy to “include” Ricki. Eventually, I could see that they were not willing to learn to do things differently, and indeed I would be “crazy” to leave her there. I managed to transfer her after third grade to this different school. Here the studies are harder (this school jumped her up to her age level; in the previous one she had been two years behind her age group), but the girls accepted her… truly accepted her. In this school trip she was no leper.
I wish the principal of the first school could have seen her on that trip.
The nicest part of the trip was the boat ride we took for an hour on the sea. It was a big boat, and the girls sang and danced. And Ricki was a part of the crowd, amongst everyone, included in the entire goings on.
As I watched, a happy bystander (I wanted Ricki to be with her friends WITHOUT me tagging along). my mind flashed back several years. At that time Ricki had been in first grade, at a different school. At the end of the school year, we received a disk with short videos of different highlights of the school year. I was horrified when I noticed that in all of the shots taken during the class trip, and even most of the in-class shots, Ricki was with her aide… and ONLY the aide. She was separate from the other girls, and “included” only in the fact that she sat in the same classroom. Yes, the girls would wave to her on the street, but never, in all of her three years there, did a classmate phone her. This school (which at the time was the ONLY school willing to accept her) was the school whose principal repeatedly told me that I was crazy to “include” Ricki. Eventually, I could see that they were not willing to learn to do things differently, and indeed I would be “crazy” to leave her there. I managed to transfer her after third grade to this different school. Here the studies are harder (this school jumped her up to her age level; in the previous one she had been two years behind her age group), but the girls accepted her… truly accepted her. In this school trip she was no leper.
I wish the principal of the first school could have seen her on that trip.
Our Trip to the Galilee (or Inclusion Vindicated) part one
Our trip to the north was lovely, especially for Ricki. The only bad part was the constant refrain of “Oh Gee, Rickismom, you’re amazing” from the teachers. I guess that they never expected someone of my proportions to go wading down streams (because most of them DIDN’T).
My first big pleasure from the trip was that when I pulled out a map of northern Israel to show Ricki where we were, she not only didn’t protest, she was interested. She is studying northern Israel right now in school, and I was sure that showing her on the map at points along the way would make the map more “alive” during geography studies. And then she even ASKED me for the map a various times throughout the trip.
The first stop was at “Nachal Kibutzim”, a small river one can go wading in. The bottom was straight, and the water was waist high. Since Ricki can float, and was with friends, I felt OK with her going in without me, especially as I would have her in constant eyesight. I was going to try and not go in the water, simply to avoid the hassle of finding a modest place to change later (bus drivers being known for not allowing soaking wet persons aboard). However, there was a busload of 7th graders from a different school making the same trip as we were. On entering the water, Ricki GRABBED the arm of the girl next to her, who happened to be from the second school. She was nice, and didn’t protest. HOWEVER, she had never seen Ricki in her life, and really looked as if she didn’t know what had hit her. (ie. She stood there, frozen in place.) So I went in, unlatched Ricki from the 7th grader, and got Ricki to loosen up. She quickly joined a bunch of classmates. I exited the water (hoping to dry out before reboarding). Then Ricki’s classmates really took over, even taking her on a “slide” to a lower pool.
The second stop was even more exciting. It was another river one walks along, but here the riverbed was full of irregular, slippery stones. When Ricki and I were in Colorado last year, we hiked along many mountain trails with stones like these. Ricki did not appreciate them (to put it mildly), but she did learn to navigate fairly well between the rocks. However, there we could see the stones; here we couldn’t. I will be honest and say that I did not enjoy this part of the trip, and was afraid that I would twist my ankle. By midway Ricki was only half coping, after some muddy water had splashed into her eyes, and had a runny nose as well. Then I slipped and fell. Nothing happened (except to my pride as a “hiker”), but Ricki became truly hysterical. So we exited a bit early. But within 5 minutes, Ricki’s friends had coaxed her back into the water, and they continued with her until the end of the water trail. (I had again opted out, deciding that I had had enough of stones I can’t see.)
My first big pleasure from the trip was that when I pulled out a map of northern Israel to show Ricki where we were, she not only didn’t protest, she was interested. She is studying northern Israel right now in school, and I was sure that showing her on the map at points along the way would make the map more “alive” during geography studies. And then she even ASKED me for the map a various times throughout the trip.
The first stop was at “Nachal Kibutzim”, a small river one can go wading in. The bottom was straight, and the water was waist high. Since Ricki can float, and was with friends, I felt OK with her going in without me, especially as I would have her in constant eyesight. I was going to try and not go in the water, simply to avoid the hassle of finding a modest place to change later (bus drivers being known for not allowing soaking wet persons aboard). However, there was a busload of 7th graders from a different school making the same trip as we were. On entering the water, Ricki GRABBED the arm of the girl next to her, who happened to be from the second school. She was nice, and didn’t protest. HOWEVER, she had never seen Ricki in her life, and really looked as if she didn’t know what had hit her. (ie. She stood there, frozen in place.) So I went in, unlatched Ricki from the 7th grader, and got Ricki to loosen up. She quickly joined a bunch of classmates. I exited the water (hoping to dry out before reboarding). Then Ricki’s classmates really took over, even taking her on a “slide” to a lower pool.
The second stop was even more exciting. It was another river one walks along, but here the riverbed was full of irregular, slippery stones. When Ricki and I were in Colorado last year, we hiked along many mountain trails with stones like these. Ricki did not appreciate them (to put it mildly), but she did learn to navigate fairly well between the rocks. However, there we could see the stones; here we couldn’t. I will be honest and say that I did not enjoy this part of the trip, and was afraid that I would twist my ankle. By midway Ricki was only half coping, after some muddy water had splashed into her eyes, and had a runny nose as well. Then I slipped and fell. Nothing happened (except to my pride as a “hiker”), but Ricki became truly hysterical. So we exited a bit early. But within 5 minutes, Ricki’s friends had coaxed her back into the water, and they continued with her until the end of the water trail. (I had again opted out, deciding that I had had enough of stones I can’t see.)
Tuesday, May 13, 2008
Frustration (or I Wish They Would Think)
Doing the mind-boggling (yes, it is mind-boggling at 1 AM) work of preparing Ricki’s materials for school can be SO frustrating. For example, when:
1) Today I called the “Ethics” teacher for her lesson plan for tomorrow. It turns out there is a test. It’s a shame I didn’t know. It’s even more of a shame that Ricki will barely have any time to review the material. And above all this means that I will be up late preparing the test. (It’s not for nothing that I stay awake to all sorts of ludicrous hours…..)
2) Yesterday a regular class was cancelled and a student teacher taught. Is it too much to ask that when this pupil hands in her lesson plan to her instructor a week in advance, that I could get a photocopy? I need the main points of the lesson to enable me to prepare the materials Ricki will need. Otherwise she will probably obtain scant benefit from that hour of instruction.
3) The teacher did not have time to prepare her lesson until the night before, which I understand. But understanding will not compensate for the fact that Ricki could not be primed for that lesson.
4) The last one is one of my “favorites”. Thank G-d it rarely happens. I stay up late Sunday night, preparing materials for Ricki, The next morning, groggy-eyed, I arise in order to be sure that Ricki will get to school on time. Then, whether for good reason or not, the aid comes late. (Let’s judge her favorably, and say it is always for good reason, as I am sure it is.) The end result is that the hour I prepared the materials for has come and gone, and Ricki has sat in on a class not meant for her. For what was I up late the night before?
These are, thank G-d, not frequent events. And I am sure, that with all the good intentions in the world, they WILL happen at times. Teachers are human, after all (despite doubts on this point by their students). They sometimes are tired, ill, or dealing with unusual circumstances. I just want to keep these kinds of slip-ups to a minimum.
1) Today I called the “Ethics” teacher for her lesson plan for tomorrow. It turns out there is a test. It’s a shame I didn’t know. It’s even more of a shame that Ricki will barely have any time to review the material. And above all this means that I will be up late preparing the test. (It’s not for nothing that I stay awake to all sorts of ludicrous hours…..)
2) Yesterday a regular class was cancelled and a student teacher taught. Is it too much to ask that when this pupil hands in her lesson plan to her instructor a week in advance, that I could get a photocopy? I need the main points of the lesson to enable me to prepare the materials Ricki will need. Otherwise she will probably obtain scant benefit from that hour of instruction.
3) The teacher did not have time to prepare her lesson until the night before, which I understand. But understanding will not compensate for the fact that Ricki could not be primed for that lesson.
4) The last one is one of my “favorites”. Thank G-d it rarely happens. I stay up late Sunday night, preparing materials for Ricki, The next morning, groggy-eyed, I arise in order to be sure that Ricki will get to school on time. Then, whether for good reason or not, the aid comes late. (Let’s judge her favorably, and say it is always for good reason, as I am sure it is.) The end result is that the hour I prepared the materials for has come and gone, and Ricki has sat in on a class not meant for her. For what was I up late the night before?
These are, thank G-d, not frequent events. And I am sure, that with all the good intentions in the world, they WILL happen at times. Teachers are human, after all (despite doubts on this point by their students). They sometimes are tired, ill, or dealing with unusual circumstances. I just want to keep these kinds of slip-ups to a minimum.
Sunday, May 11, 2008
Make it Relevant!
One of the things I am working hardest on lately is to make Ricki’s studies relevant to real life. While I want her to learn a bit of general information (Paris is in France, teeth have crowns and roots)… that is not enough.
Rather than try and fill her up with more and more “general” knowledge, I am trying to use her studies to accomplish two more things:
To enable us to work on vocabulary, writing sentences, sequencing, and the like. This does not need any special genius to work out.
The second task is harder: to draw from the topic to other, similar topics that she needs to learn. (For example, when studying the mouth, the text stated that the nose “checks” food by smell. I was able to use this as an excuse to deviate to the topic of food spoilage and safety.) Finding topics that are learnable in a school environment, which have some connection to the topic in class, and which are practical, needed items, can be challenging. But when I am able to pull it off, I feel that I am REALLY utilizing inclusion to its fullest.
Rather than try and fill her up with more and more “general” knowledge, I am trying to use her studies to accomplish two more things:
To enable us to work on vocabulary, writing sentences, sequencing, and the like. This does not need any special genius to work out.
The second task is harder: to draw from the topic to other, similar topics that she needs to learn. (For example, when studying the mouth, the text stated that the nose “checks” food by smell. I was able to use this as an excuse to deviate to the topic of food spoilage and safety.) Finding topics that are learnable in a school environment, which have some connection to the topic in class, and which are practical, needed items, can be challenging. But when I am able to pull it off, I feel that I am REALLY utilizing inclusion to its fullest.
Sunday, March 16, 2008
A Turn for the Better?
I received a small brochure from a friend on Friday. At first I suspected that it was, in the spirit of the upcoming “Purim” holiday, a satirical parody about inclusion (or lack thereof). However, on pursuing it, I discovered that it was in fact a booklet written to promote inclusion, connected with an agency that used to put obstacles in OUR way a few years ago, when we were pursuing inclusion for Ricki. This agency still, in my opinion, does not give the amount of support needed for inclusion. However, it does seem that it has made a switch in their basic operating mode: that today they do feel that inclusion is feasible, possible, and even positive for children in their pre-grade school years. This alone is a significant step forward.
This was a very interesting discovery for me. For years I have demonized the director of this agency, her name meaning the antithesis of inclusion to me.
Gee, I guess people CAN change, can’t they?
This was a very interesting discovery for me. For years I have demonized the director of this agency, her name meaning the antithesis of inclusion to me.
Gee, I guess people CAN change, can’t they?
Sunday, March 9, 2008
A Wonderful Kindergarten Teacher
Several years ago, a friend of mine asked that her daughter with Down syndrome be included in a local day school. She was one of the first in our city to be "included". My friend asked the play school teacher what she would do if other parents protested. The teacher said, "Don't worry, that's my job."
At the end of the year, my friend asked "By the way, did anyone protest?" The teacher smiled. "One day a father came to our school to pick up his daughter. He noticed 'Leah’ and asked
-Isn't this child from the (special ed) class next door?'
-No, I replied, she is from our class.
He went home, and related this to his wife. She called up immediately and apologized, saying that of course they had nothing against 'Leah', and he hadn't meant to imply...”
“That”, said the teacher, was the only ‘protest’ we had the whole year.”
The teacher who is the hero of this story was also Ricki’s teacher one year. She died young, a few years ago, and I went to “console” the mourners. They related that any time a “special-needs” child she had agreed to accept would have a toileting “accident”, she would “handle” the cleanup, and not her assistant. (Normally the assistant handles things like this.) Her reason:” I agreed to accept the child; the aid didn’t have any say in it!”
Some “simple” people are special. She certainly was.
At the end of the year, my friend asked "By the way, did anyone protest?" The teacher smiled. "One day a father came to our school to pick up his daughter. He noticed 'Leah’ and asked
-Isn't this child from the (special ed) class next door?'
-No, I replied, she is from our class.
He went home, and related this to his wife. She called up immediately and apologized, saying that of course they had nothing against 'Leah', and he hadn't meant to imply...”
“That”, said the teacher, was the only ‘protest’ we had the whole year.”
The teacher who is the hero of this story was also Ricki’s teacher one year. She died young, a few years ago, and I went to “console” the mourners. They related that any time a “special-needs” child she had agreed to accept would have a toileting “accident”, she would “handle” the cleanup, and not her assistant. (Normally the assistant handles things like this.) Her reason:” I agreed to accept the child; the aid didn’t have any say in it!”
Some “simple” people are special. She certainly was.
Tuesday, February 26, 2008
A Word From a “Crazy Mom”
Someone who is trying to work and change things in the educational system here mentioned to a friend of mine the following, which my friend passed on to me. What is the tidbit? That in the corridors of our city’s educational branch, Rickismom is known to be “crazy”. They probably mean “fanatical” and “extremist”(about inclusion).
I am very passionate about inclusion, because I believe that for many children with Down syndrome, especially the high-functioning ones, it is the best choice. This is especially true due to the low expectations which our special ed schools have, and because of the tendency for kids with Down syndrome to be refused admission to classes for learning disabilities (even when these classes are the best “special ed” class for this child). Yet, in reality, I have often agreed with parents who are too poor and too overworked, that inclusion is not for them. (Since here in Israel there is NOT yet full governmental support for inclusion.)
So why am I “crazy”?
-I believe that my daughter can study and learn.
-I believe that she can learn reading, writing, and arithmetic.
-I believe that she can be taught to believe in her own self worth, even if sometimes people will stare at her.
-I believe that talking “down” to her is contrary to good education.
- I believe that conquering a challenge, on occasion, will make Ricki more happy in the long run than treating her like a child.
-I believe that her behavior, which has improved, can improve more.
In actuality, there is only one reason, in my mind, why I should be considered “crazy”: That I still believe that some of the officials in city hall are not there only for the money. That I believe that some of them will stop one day and listen. That I believe that change is possible.
I am very passionate about inclusion, because I believe that for many children with Down syndrome, especially the high-functioning ones, it is the best choice. This is especially true due to the low expectations which our special ed schools have, and because of the tendency for kids with Down syndrome to be refused admission to classes for learning disabilities (even when these classes are the best “special ed” class for this child). Yet, in reality, I have often agreed with parents who are too poor and too overworked, that inclusion is not for them. (Since here in Israel there is NOT yet full governmental support for inclusion.)
So why am I “crazy”?
-I believe that my daughter can study and learn.
-I believe that she can learn reading, writing, and arithmetic.
-I believe that she can be taught to believe in her own self worth, even if sometimes people will stare at her.
-I believe that talking “down” to her is contrary to good education.
- I believe that conquering a challenge, on occasion, will make Ricki more happy in the long run than treating her like a child.
-I believe that her behavior, which has improved, can improve more.
In actuality, there is only one reason, in my mind, why I should be considered “crazy”: That I still believe that some of the officials in city hall are not there only for the money. That I believe that some of them will stop one day and listen. That I believe that change is possible.
Monday, February 25, 2008
Those Who Sell Lies
Tonight I went to a speech given by an educational psychologist who works for the city I live in. The speech was on inclusion, and I went for one simple reason. To cry “foul” if she would lie. Some of her points were good. She stated that a special ed class inside a regular school is not inclusion (as many people here mistakenly still think). She stated that if one wants to “do” inclusion, one needs time and money, as the government is not entirely supportive. That is also true. She even admitted that in academic achievements, inclusion is better.
However, most of the rest was lies.
She said she was “for inclusion”, but by the time she was finished, it was clear that she was for inclusion very much, only not after age 7 and also not before age 7. She talked a lot about the need for the child to feel accepted by his peers, and not to feel over pressured. This is true, but the implication that this can not be done in inclusion is false. But her reason for staying out of inclusion before 7 is what made me finally blow the whistle loud and clear.
This woman had the audacity to say that inclusion is bad because one must learn language and basic grammar by age 7 to get the benefits of the flexible neurons of the younger brain. Oh, this is VERY true, about the brain. But then she went on to say that the children in inclusion, in the twice a week afternoon help, will not get this, so they need to go to special ed to get the intensive daily reading help that they need. The audacity and ludicrousness of her proposition is this:
1) There is no reason why a child in inclusion can not have one-on-one help with reading, each day in an inclusion setting. True, it means that it must be arranged, and this wicked city hall has to get their arms twisted to spit up the money needed to pay for more aid hours… but it is possible.
2) The fact that the children in the half-included class in this city did not learn reading by age seven was not due to an inability of the child to learn in inclusion. It was due to the fact that the class did not use the right methods, even though those of us who are well-informed about Down syndrome begged them to do so.
3) The kids in the special needs classes in this city CERTAINLY didn’t read by age 7.
4) The kids in special ed are exposed to poorer speech than those in inclusion, and are much less likely to learn correct grammar.
5) Children raised in properly planned inclusion often reach this “basic grammar” stage by age 7.
So I called “ foul” loud and clear.
You might think that I love fights. After all, I went to make a fight.
The truth is, I don’t like making a fuss. But I KNEW that they would stretch the truth. I just knew it. _______it, I KNEW it!
I feel like swearing, at the evilness of this trying to hoodwink parents with emotional appeals (to protect their child’s emotional stability). I witnessed their fear tactics (your child in inclusion is likely to eventually have an irreversible nervous breakdown). And what are they offering as the alternative? State-of –the-art “Down’s Ed type of therapy? No, a special education school whose level and expectations are so low that it makes me want to cry. True, inclusion in this country is not ideal. It is no Cadillac. Lets say it’s a cramped Volkswagen. But it beats the skateboard that they are trying to sell me.
However, most of the rest was lies.
She said she was “for inclusion”, but by the time she was finished, it was clear that she was for inclusion very much, only not after age 7 and also not before age 7. She talked a lot about the need for the child to feel accepted by his peers, and not to feel over pressured. This is true, but the implication that this can not be done in inclusion is false. But her reason for staying out of inclusion before 7 is what made me finally blow the whistle loud and clear.
This woman had the audacity to say that inclusion is bad because one must learn language and basic grammar by age 7 to get the benefits of the flexible neurons of the younger brain. Oh, this is VERY true, about the brain. But then she went on to say that the children in inclusion, in the twice a week afternoon help, will not get this, so they need to go to special ed to get the intensive daily reading help that they need. The audacity and ludicrousness of her proposition is this:
1) There is no reason why a child in inclusion can not have one-on-one help with reading, each day in an inclusion setting. True, it means that it must be arranged, and this wicked city hall has to get their arms twisted to spit up the money needed to pay for more aid hours… but it is possible.
2) The fact that the children in the half-included class in this city did not learn reading by age seven was not due to an inability of the child to learn in inclusion. It was due to the fact that the class did not use the right methods, even though those of us who are well-informed about Down syndrome begged them to do so.
3) The kids in the special needs classes in this city CERTAINLY didn’t read by age 7.
4) The kids in special ed are exposed to poorer speech than those in inclusion, and are much less likely to learn correct grammar.
5) Children raised in properly planned inclusion often reach this “basic grammar” stage by age 7.
So I called “ foul” loud and clear.
You might think that I love fights. After all, I went to make a fight.
The truth is, I don’t like making a fuss. But I KNEW that they would stretch the truth. I just knew it. _______it, I KNEW it!
I feel like swearing, at the evilness of this trying to hoodwink parents with emotional appeals (to protect their child’s emotional stability). I witnessed their fear tactics (your child in inclusion is likely to eventually have an irreversible nervous breakdown). And what are they offering as the alternative? State-of –the-art “Down’s Ed type of therapy? No, a special education school whose level and expectations are so low that it makes me want to cry. True, inclusion in this country is not ideal. It is no Cadillac. Lets say it’s a cramped Volkswagen. But it beats the skateboard that they are trying to sell me.
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