Inclusion From a Student’s Side

1. Inclusion From a Student’s Side By Stephen Hinkle Region 19 Together For Autism Conference El Paso, TX December 2012

2. My Background Have Autism (Asperger Syndrome) Grew up in the Special Ed System Was in Segregated Classes till 4th Grade Inclusion from 5th grade till college Graduated College – BA in Computer Science from San Diego State University Obtained my masters from Northern Arizona University – going for a masters in Disability Policy Studies National Speaker for 14 years and have presented in 19 states

3. My Early Years I did not know I was different than the rest of the kids my age Did not have many friends, or learn things the same way as the rest of the kids Was in numerous medical studies, and no one told me why Learned to program in BASIC, when I was four years old.

4. After College Worked for one year as a technologist Working on becoming a national advocate and full time speaker Own my own car (2007 Honda Civic) Considering living on my own in the future Have travelled all over the USA I am my own guardian P.S. my mom was told when I was little to institutionalize me! Boy where those psychiatrists wrong!

5. Inclusive Communities To build an inclusive community you need to include every child in the “Total School Experience”. This includes, and is not limited to the following: • General Education Curriculum • Academic Classes • Elective Classes • School Activities • Extracurricular Activities

6. Benefits to Inclusion and Persons with Disabilities in Society Promotes Diversity Gives the persons with special needs a better future Helps people learn to respect tolerance Persons with disabilities see the world differently, and because of this, they think of things “normal” people may not! There is really no “normal”, instead everyone has their own strengths and weaknesses, and this leads to interesting things happening in the world.

7. Some Sad Statistics I must Share • 73% Unemployment Ratefor people with disabilities today • Special Education students have a much lower than average high school graduation rate • Poverty is very common among adults with disabilities • Segregated classes are all too common in many school districts • Many persons with special needs face academic and/or social challenges

8. Lessons from Parents of Special Education Students Many parents have to advocate in order for their children to succeed in today’s disability system Often the system is very complex for the average parent to navigate Not many children are informed of their rights in terms of the supports and services they receive

9. What is a Special Education Student Entitled to? • A Free and Appropriate Public Education • Access to the General Education Curriculum • Early Childhood Supports • Individualized Education Program (IEP) • Appropriate Supports and Services • Be Taught in the “Least Restrictive Environment” • Supports for transition to adulthood until one graduates high school or reaches age 21 (whichever comes first)

10. What is Inclusion? Being in the regular classroom with their normal age peers (as opposed to a segregated class) IEP Goals and supports accommodated in the regular classroom Supports and Services (tests, OT, PT, Speech, Social Skills, curriculum modifications, assistive technology, with little or no pull out) Have access to school related extracurricular activities

11. Evaluate the Culture of Disability in School • Are people with special needs included or segregated in academic classes in your school? • Where are “special education rooms” located in your school? • Are supports delivered in the regular classrooms or in separate rooms? • Are people with special needs included in extracurricular and school spirit activities? Or

12. Evaluate the Culture of Disability in Your School ALANA ASKS: “WILL I BE ABLE TO GET TOALL THE PLACES IN MY SCHOOL THAT MY NON-DISABLED FRIENDS LOVE?”

13. Cultural Evaluation Continued • Are students with special needs able to achieve their potential and excel in the school? • How much access do kids with special needs have access to the general education curriculum?

14. Disability Etiquette in School • How is your schools general knowledge of disability etiquette among the students and how well is it practiced by students and staff inthe classrooms, hallways, cafeterias, etc? • Are the students who have special needs wellrespected citizens in your school?

15. The Importance of Preschool Preschool teaches kids to be a “kid”, and learn to play and do things together Inclusion in a regular preschool environment helps build good relations for elementary school Preschool gives a good start to learning many types of things

16. Inclusion in Elementary School Elementary School is where the kids go to school for their first time. Elementary School gives children the building blocks they need to succeed in higher levels This time is important to start them off right. Not teaching them the building blocks, can start a domino effect the wrong way.

17. Inclusion in Elementary School Many kids with disabilities need things broken into small steps Teach by procedure and structure. This helps many kids learn. Many subjects are important that will help them their entire life here, such as reading, math, spelling, science, exercise, computer skills, writing skills, etc. Many kids with disabilities will wonder what the stuff is used for, answer them

18. Inclusion in Elementary School • Get Accommodations Early: • Tutoring • Assistive Technology • Test Accommodations • Curriculum Modifications • Read Out Loud • Oral Presentations • Extra Passing Time • Accessible rooms and restrooms • Special Services • Etc

19. Curriculum Modifications • Some people who receive special education services may need assignments and/or tests modified to meet their needs, such as: • Easier questions • Less numbers of questions • Tests showing picture based questions • Alternative questions that align with a child’s IEP goals • Note: in many cases it is possible to accomplish this with little or no change to the subject that is being taught that day! • Is modified instruction being provided in your school to the kids that need it and are other kids accepting and treating the kids that receive it as welcomed members of their class?

20. Other Special Ed Services • Occupational Therapy • Physical Therapy • Speech Therapy • Social Skills Training • Adaptive PE • Positive Behavior Support • Early Childhood Family Services • Transition “Push-in” is far better to implement than “pull out”. Try to minimize “pulling kids out of specials and electives”.

21. Elementary School Specials • Include the student in “Specials” (Art, Music, PE, Library, Etc). • Include the student in Extracurricular Activities • Teach Social and Friendship Skills (Very Important)

22. Importance of Good Role Models By introducing the child to good role models, and having classmates act as positive examples of role models in their early years, the kid who has a disability learns good behavior and the difference between “correct” versus “incorrect” behaviors.

23. Inclusion in Elementary School Elementary School is a good model for evaluating ones strengths and weaknesses. People with disabilities may learn different subjects at different paces, for example, one may learn math a lot quicker than reading. Monitoring this early, may help draft better IEPs. Learn to adapt to all learning styles using Universal Design. It will help accommodate people with disabilities better.

24. Homework, Children's Stress, and Free Time Issues Too much homework can overstress students and parents, and cause chaos and harm to children and families Homework has NOT shown to increase progress in the lower grades significantly The amount of Homework given should not exceed 10 minutes per grade level, up to 5th grade High School Students should not be expected to work more than 40 hours (school + homework) in a week Homework should be fun, and should be easy to complete without creating a burden for parents.

25. Common Reasons Students Avoid Doing Homework • Other Responsibilities for their household such as Chores • Rest / Downtime • Have to take care of younger siblings • Sports / Fitness • Performing Arts • Community Service • Church / Religious Activities • Socialization with Friends • Family Time • Part Time Jobs to Support their Families • Lack of support / tutoring • Parents unable to tutor

26. Parents and Homework: Common Problems Parents cannot tutor student due to not knowing the material themselves Parents not home to help student(such as working swing or graveyard shift and/or being a single parent) Not being able to drive student places to research or get materials needed No access to supplies or computers at home Lower class families cannot afford to hire tutorsor pay for supplies needed

27. Suggested Ways to Help with Homework Issues • Design Assignments so they require minimal parent assistance • Minimize additional costs to the family. • Try to do more reading, writing, and research during class time. • Do not overwork students. • Respect that kids need time for play, rest, recreation, family activities, socialization, chores, hobbies andpaid work • Offer After School Tutoring • Give them a night off in the middle of the week • Do not assign homework over vacation periods. Kids need their time off! • Listen to the children! If they are having a problem due to other priorities that are needed for their home, accommodate them, not punish them.

28. Policy Recommendations – Elementary School Students should always start in a regular classroom starting in kindergarten Differentiate Instruction if needed Allow kids to excel in the subjects they are good at Educate the other kids if a person with special needs communicates differently or is in a wheelchair, so they feel “accepted” by others Educate the kids with special needs on their rights if they have trouble with any of the curriculum and who they can turn to if there is a problem.

29. Transition to Middle School Going from 5th to 6th grade (or 6th to 7th) can be an exciting and challenging time School goes from “ Play School” to “work school” A bigger campus, and many new facilities such as Gyms, Auditoriums, Science Labs, and the like are to be found. You must now change classes every 45 to 105 minutes, and get yourself around You have to now change clothes for PE

30. Inclusion in Middle School Get them used to the change. Some kids have trouble with “ no recess” , and getting around. Teach them the structure of reports. This is important because many reports need to be done in middle school. If they need help with work, get them the help. Do not limit their potential. Explain the value of group work. Many middle school projects involve group work.

31. Inclusion in Middle School Algebra is now required in many cases. Many algebraic concepts are now being introduced as young as fourth grade. When teaching reading, teach the structure of a story. I needed this, to be able to understand literature. What I see happen is many people with autism are “ factual readers” , and score low on reading exams because of this

32. Inclusion in Middle School Try to use the same procedures and rules for most of the students classes, turning in work, etc. This helps the student adapt to many classes Really work on every aspect of their work at this level, because high School and college depend on a lot of skills learned here

33. Reading Strategies Reading is important part of school. However, there are some concepts that people need to understand the following: People with disabilities may read facts better than stories, or the other way around. Some disabilities impact one’s “Theory of Mind” and may have trouble with “metaphored phrases”, “Indirect Meanings” and inferences.

34. Evaluating Reading Progress Versus Test with both stories and facts Use material with both direct and indirect meanings Try to eliminate “Cultural Bias” by using readings who’s meanings are independent of one’s cultural background. This can affect disabled people too. Evaluate the results based on reading type.

35. Inclusion in Middle School Students should have input into their IEPs beginning at this level. Get all accommodations early. Get test accommodations if needed Plan for “ diploma Track” when going on for high school. This is important in today’s world, with many jobs needing college.

36. Middle School Electives Allow the student to take electives he/she is interested in. This will help open up their “window to the world” Get the student involved in clubs and activities, so he/she will have some social relationships. Most Middle schools have lots of activities to choose from. Teach them the skills need to participate in these activities Teach the student the “chain of command” and who to contact if they have a problem or difficulty with an assignment

37. Policy Recommendations for Middle School / Junior High • Reading, Math, Science, and Social Studies are important • It is imperative that students learn to write reports and write ups • Students with special needs should have the opportunity to attempt middle school curriculum. • If a student is below grade level, differentiate their instruction / assessments but keep it on the topic being taught • PE and Electives are great ways for kids to reduce their stress load in the day • The social experience at this level is more important and more intricate than at the elementary level, and inclusion at this level should include it.

38. Preparing for High School Student Will be 13-15 years old (Grade 9 or 10) High school is a big turning point for the child, because the choices and path(s) the child chooses here will effect the child’s early adult life The workload is harder, and there is a lot of pressure. Most kids here like to think that they are an adult already. Allow kids with special needs to go for a real diploma if they are capable The teenage social scene is an important part of an inclusive high school experience

39. Functional Skills v. Academics? • Taking the functional skills only, non-academic track often denies the student a diploma. • A Functional skills only track should only be recommended in extreme cases and this decision should not be made until at least grade 11 and should not be rubberstamped lightly. • A lot of debate is given on whether special education students should be taught functional skills instead of academics during high school. Both are Equally Important and it is possible to learn both and still get a real diploma! Or

40. Learning Functional Skills inclusively • I believe that Independent Living Skills are just as necessary as academics for today's job market! • There are many ways to learn these skills, and still get a standard diploma, such as: • Family & Consumer Science Classes • Learning these skills at home • Learning these skills from friends • Dorm life at College • And many other ways to learn them! • We should work to increase the graduation rates of people with special needs. Graduation with a real diploma leads to more job opportunities and college possibilities for kids with special needs!

41. High School Courses • PE • Computers • Visual / Performing Arts • Foreign Language • Career Tech Ed • Most high schools require some combination of the following to graduate: • English • Math • Science • History • Let the child pick the classes, especially electives or advanced classes. This allows them to learn many fun things. • Most high schools offer many exciting and interesting course choices for electives in a wide range of subjects at this level.

42. Transition to High School The campus size is much bigger. Many sports fields, specialized rooms and other facilities to be found. The workload is harder. Essaysare a big part of it. Math often includes Algebra 2, Geometry, Trigonometry, and even Calculus sometimes. Sports teams, clubs, dances, plays and activities are a big part of the experience. With this comes more independent responsibility, ability to research on their own, and to know what to do, and where to get help.

43. School Board Principal Vice Principal Department Chair Teachers High School Supports Educate the student on mastering the 5-paragraph essay. Show the student the chain of command if one has a problem. Show the student how to break larger tasks into steps if needed. Make sure a student has the Assistive technology, accommodations, and modifications needed for their classes right away. At this level, they cannot afford to be behind all the time.

44. High School Tests Some States are now requiring controversial exit exams to graduate from high school. In some cases, Special Ed accommodations that can be used on such tests are limited. These tests are in most cases, based on the general education curriculum for high school level work. If your child has a accommodations problem with the test, or is denied a diploma, I suggest fighting the district to accommodate and comply with IDEA. Get Test accommodations put into the IEP. Many standardized tests allow accommodations if they are in the IEP (Such as SAT, ACT, AP, STAAR, etc)

45. The High School Social Scene • Get them involved in extracurricular activities, and teach the social rules and protocols for activities such as: • Sports and Athletics • Clubs • Music • Dances • Theater Shows • School Spirit Days • Pep Rallies • Assemblies • Prom • Friendships • The Teenage Dating Scene • Grad Night • And More!

46. Transition Planning • Transition is a plan for a person with special needs to begin their life after they exit high school. These can include things such as: • College • Independent Living Skills • Job Skills • Job Training • Adult Social Life Activities • Bus Access • Driver Education • Raising a Family • And Much More! • At age 16, life after high school transition planning must begin. (It can begin earlier if a member of the IEP team requests)

47. Transition Planning • This can involve other agencies such THHSC, colleges, Social Security and others • There are many tracks you can choose to take depending on your needs: • Graduate with your HS class at age 18 (typically the academic track) • Take extra years of High school if you need them up to age 21 (usually for functional skills and/or academics at a slower pace) • Do your age 18-21 years in another setting such as a university, and/or work training setting (e.g. not on the HS campus). • Depending on the path(s) you choose, it will affect your potential funding sources, service availability, career path potential, and more .

48. A Better 18-22 Transition Policy Change system to make a HS diploma the normal track rather than the exception, and no funding penalty for doing so. Reduce the bureaucracy and make it easy to get the services one needs to succeed in the world. Provide more services and supports for people who will make it out of the system. Consider venues other than the High School campus such as colleges, employment, and trade schools for the 18+ portion. Focus on careers that earn a living wage salary. Special Ed services should travel from High School to college easily. Change name of Transition to read “College, Work, Adult Life, and Beyond”.

49. Student Thoughts of their Paraprofessionals • Barrier to Friendships and relationships • Aide was over corrective • Students thought aide/para was another mom or a different teacher • Students not informed of their rights and how to speak out when they have a problem. • Sometimes student wanted time to themselves and could not get it • Para does not listen to the students needs and wants • Often Paraprofessionals were assigned to the “Students” when the problem should be solved between the paraprofessional and the teacher or curriculum designers. Cited from Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415-430

50. Good Paraprofessional Policy The aide or para should allow some “Error Tolerance” and allow the child to “ mess up” , “get an answer wrong” , “make a mistake” , or “ fall flat on their face” once in a while. This is an important part of learning. An Aide or paraprofessional should also help other children in the room, when the child they are assigned to does not need help at the moment. The Child should have the rights to hire and fire their aides and paraprofessionals based on their own criteria.