Re: WoW! Inclusion is GOOD!

[Guest guest]

Yes it is. Inclusion has the best quality of life outcomes for our kids. Sent via BlackBerry from T-MobileDate: Tue, 27 Apr 2010 00:22:15 -0400To: <sList >Subject: WoW! Inclusion is GOOD! Definitely worth a repost. Posted by: " Karp" deniseslist deniseslist Sat Apr 24, 2010 5:54 am (PDT) ----- Forwarded Message ----From: ACE Chair Shapiro acechairgmail---------- Forwarded message ----------Date: Wed, Apr 21, 2010 at 9:34 PMSubject: School blends students with, without autism (SHARING)To: GRfood@...Cc: dusefofbrowardschoolsSchool blends students with, without autismApproach applauded by parents, expertsMonday, April 19, 2010By Misti CraneTHE COLUMBUS DISPATCH on had no blueprint and plenty of people quick tosecond-guess her dream.She wanted to see what would happen if she took a typical schoolenvironment and taught children who are on the autism spectrumalongside children without disabilities.That's done, to a degree, in classrooms all over the country. Buton, who'd spent 14 years in the public sector before going backto school for her doctorate, didn't want just one or two children withautism in class. She also didn't want them to be singled out forone-on-one lessons.It is her conviction that the disorder is rooted in a lack of socialcompetency. If you can teach good behavior, through constant andappropriate reminders about social expectations, you pave the way tobroader learning, she believes.Ideally, that should happen from an early age and include a lot ofexposure to children who are developing typically, she said.on started Oakstone Academy a decade ago and has watched it growto serve more than 500 children in preschool through 12th grade atmultiple buildings in Columbus and Westerville.There's always a waiting list. And there are a lot of parents happy totell stories of children transforming. They commend on and thestaff she carefully chooses and grooms. At times, you can walk into aclass and be unable to tell the difference between the "typicallydeveloping" peers and the children who have autism.Now, a philanthropist from Florida is raising $18 million to open asimilar school there in 2013.About 40 percent of Oakstone's students fall somewhere on thespectrum. The rest are siblings, the children of staff members, orfrom families who wanted a private-school atmosphere without the cost.Parents of students without autism pay $500 a year in fees. Standardtuition for children on the spectrum runs from $26,500 to $28,500,much of which is subsidized.There is one teacher for every six students. In most other schools,teachers are responsible for closer to 20 children.The behavior expected of students is embedded in the curriculum,plastered on the walls and reinforced constantly. Personalresponsibility is paramount.on said children both with and without autism have flourished,and she is eager to publish an academic paper about the outcomes inher classrooms.That might be what it takes for more people throughout the country tobelieve that it can be done, said Dr. Hendren, professor ofpsychiatry and director of the Division of Child and AdolescentPsychiatry at the University of California, San Francisco.He visited Oakstone recently."I thought eventually when we opened the door, we'd see pandemonium,"Hendren said. "But every time we opened the door, the kids were therelearning and engaged. I'd love to see it replicated."By engaging children with autism socially, you can change the wholetrajectory of their development, Hendren said.He initially was skeptical about on's approach. He wondered howshe could manage it financially and was uncertain about the benefitsfor typically developing children.Oakstone leaders have figured out a way to run the school withoutbankrupting parents - mostly by working with government agencies andschool districts to access dollars available to help the children,librarian Amy Price said. Private-pay schools can run $100,000 a yearor more, she said.The peers in the school score well on standardized tests, and manythrive in the setting, parents and school leaders said. Lawless of Westerville had enrolled her son Liam in a Montessorischool, "but first and second grade was almost the death of us. Nobodyknew how to help him - the anger, the rage, the impulsiveness," shesaid. Lawless quit her job to care for her son, who started atOakstone in third grade.Liam, who is now 12 and in the sixth grade, remembers that time: "Itwas pretty hard, because I kept getting angry, and I didn't know I wasautistic at the time."From the time Liam started at Oakstone, Lawless noticed a profoundchange. He showed her respect. He learned to manage his anger."It's a lot easier to concentrate, and I have a lot of friends," saidLiam, whose 10-year-old brother, Sam, and 6-year-old sister, ,also go to the school."The only thing I don't like about Oakstone is that it's not availableto everyone," Lawless said.Dr. Wynn, who directs the Center for Autism SpectrumDisorders at Nationwide Children's Hospital, said school systems areworking to include children with autism in regular classrooms andactivities, but they have limited resources to devote.on's "program is definitely an asset to the community," she said. Otte and her husband, , wanted their first-grader in aclassroom with typically developing peers. "If he was in a programthat was just with other autistic children, there would be no way forhim to pick up the behaviors of typically developing children," shesaid.When Jack started at Oakstone, he couldn't communicate. Now, almostall of the 7-year-old's skills are at a typical level for his age, and"they think he has the potential to grow out of his diagnosis," saidOtte, who lives in New Albany.Otte's daughter, Abbey, is one of the peer models in the preschool,which has helped her as well, Otte said."She'll be like, 'Jack, focus on me. Look in my eyes.' It's kind offunny coming from a 4-year-old."mcranedispatch-- ACE Chairwww.freewebs.com/acechair

[Guest guest]

Mama:

Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning). I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers--but there are exceptions.

I think Broward County has it a little backwards

[Guest guest]

Are you stating that an appropriate reason for segregation is to avoid our children being "on stage, creating a show"? Do you have arguments/debate points a little stronger than that, or should I say WAY stronger than that? There's so much research that indicates the absolute positives of inclusion. Plus there's that IDEA law that says that segregagtion is ONLY appropriate when it can be SHOWN (that is, it is must first be attempted) that a child CANNOT be educated in the gen ed environment given ALL the supports/services he requires to stay in that environment.

In Broward, all kids with autism in preschool are automatically segregated. Then the majority (at least from what I understand most) move onto clusters. They are never even given a CHANCE at integration. So the law is broken for each and every one of those students. How can it be shown that a child CANNOT be educated in the gen ed environment when the child was NOT IN THAT ENVIRONMENT for a school year, (or half a school year, or even one month for Pete's sake!) (WITH appropriate support).

To "accomodate" the law, the School District twists the wording into something similar that you used and that is "least restrictive, most appropriate". The law DOES NOT state this but instead states "To the MAXIMUM EXTENT APPROPRIATE, children with disabilities are to be educated with their non-disabled peers unless it can be shown that this CANNOT be achieve satisfactorily". There is no "unless the child is on stage putting on a show" clause.

The "show" is only temporary compared to the long-term significant benefits of inclusion. Additionally, the person "on top of them" is no more restrictive in a typical classroom than the person "on top of them" in the segregated classroom environment.

The School District may make it seem as if the "show" is something to be hidden--kept away from typical children. In actuality, the school's practice of widespread segregation...so much that its become commonplace and acceptable..is where the REAL shame lies.

Additionally, learning "prerequisite skills" is NOT law, NOT based on research, but something that the school districts make up in order to save money. PLease, show me where it states that "prerequisite skills" are necessary OUTSIDE of school district literature. Additionally, what social & communication & behavioral environment are the children given when they are segregated? All the peers/role models are similarly disabled! Isn't that senseless?

In Broward County, inclusion is done when the child is high functioning. That's discrimination and that's against the law PERIOD.

From NICHY website:

"Since its earliest days, the law has displayed a strong preference for children with disabilities to be educated alongside their peers without disabilities, to the maximum extent appropriate. It recognizes that, in many cases, supplementary aids and services must be provided to a child with a disability to enable him or her to be educated in the general education classroom. Simply put, then, removal of a child with disabilities from the regular education class may occur only if the child cannot be satisfactorily educated in the regular educational environment with the use of supplementary aids and services." http://webcache.googleusercontent.com/search?q=cache:xLpv0sWSJSEJ:www.nichcy.org/educatechildren/iep/pages/extentofparticipation.aspx+to+the+maximum+extent+appropriate & cd=3 & hl=en & ct=clnk & gl=us

[Guest guest]

Liz, I'd like to respond to this following paragraph from you:

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

You're right in that inclusion may be negative if it is approached and executed negatively. That includes gen ed and teachers BELIEVING that ASD kids SHOULD be segregated, as you exactly pointed out. The Gen ed who is not properly trained or who is not provided the necessary supports and services TO educate the child (including a properly trained paraprofessional if necessary) , WOULD NOT feel qualified, as you also pointed out.

I ask, how did it get this way? Why are our children viewed as "substandard-students", not worthy of being with typical kids in a typical environment? Why do the principals and teachers feel this way? Obviously, our leaders in Congress have always felt differently. They understood and knew that when expectations are highered, time and time again, progress and learning increases. This principal holds true for "typical" AND disabled students and for people in general. How much progress can be expected of our kids when we segregate them and view them as "different"/not equal? How can we expect them to learn to function and live independently in the "typical" world when we keep them from it? And then the more "removed" they are, the less they learn, and then the Schools can shout even louder the following year how a generl ed environment is NOT appropriate!

On a hierarchy of needs, the need for "belonging" in a social way must be met before an individual can ever achieve "self-esteem". Yet our Schools are expecting our kids to learn "self responsibility" before they can be AWARDED "acceptance", when in actuality this ACCEPTANCE is a necessary step TO self-esteem and responsibility. (Re: Abraham Maslow).

I don't need a FUNDED research project to tell me that inclusion is not good. I have not heard one good ARGUMENT or DEBATE POINT about why inclusion is not good. (To avoid a "Show" or because of the "Principal's beliefs" don't count as good arguments) NONE of the arguments I've heard are insurmountable, (not to mention without legal merit) Inclusion works for MOST if done right, and if taken with the right attitude of love and acceptance of disabled children as equal, which is what they are, and CAPABLE of learning. Proper training of school staff in this regard may be all that is needed.

Greed, ignorance, stubborness, and/or apathy, SHOULD NOT win in keeping our kids apart and separate. This is an outcry. Even more of an outcry is that these attitudes of "should be segregated" is being so accepted! Can you imagine the gains of a child who is in a classroom where the principal, teacher, aide(s), and fellow students WANT and ACCEPT him?

> > > Subject: Re: WoW! Inclusion is GOOD!> To: sList > Date: Wednesday, April 28, 2010, 3:57 AM> > >  > > > > > Mama:>  > Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.>  > I think Broward County has it a little backwards>

[Guest guest]

Liz, I'd like to respond to this following paragraph from you:

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

You're right in that inclusion may be negative if it is approached and executed negatively. That includes gen ed and teachers BELIEVING that ASD kids SHOULD be segregated, as you exactly pointed out. The Gen ed who is not properly trained or who is not provided the necessary supports and services TO educate the child (including a properly trained paraprofessional if necessary) , WOULD NOT feel qualified, as you also pointed out.

I ask, how did it get this way? Why are our children viewed as "substandard-students", not worthy of being with typical kids in a typical environment? Why do the principals and teachers feel this way? Obviously, our leaders in Congress have always felt differently. They understood and knew that when expectations are highered, time and time again, progress and learning increases. This principal holds true for "typical" AND disabled students and for people in general. How much progress can be expected of our kids when we segregate them and view them as "different"/not equal? How can we expect them to learn to function and live independently in the "typical" world when we keep them from it? And then the more "removed" they are, the less they learn, and then the Schools can shout even louder the following year how a generl ed environment is NOT appropriate!

On a hierarchy of needs, the need for "belonging" in a social way must be met before an individual can ever achieve "self-esteem". Yet our Schools are expecting our kids to learn "self responsibility" before they can be AWARDED "acceptance", when in actuality this ACCEPTANCE is a necessary step TO self-esteem and responsibility. (Re: Abraham Maslow).

I don't need a FUNDED research project to tell me that inclusion is not good. I have not heard one good ARGUMENT or DEBATE POINT about why inclusion is not good. (To avoid a "Show" or because of the "Principal's beliefs" don't count as good arguments) NONE of the arguments I've heard are insurmountable, (not to mention without legal merit) Inclusion works for MOST if done right, and if taken with the right attitude of love and acceptance of disabled children as equal, which is what they are, and CAPABLE of learning. Proper training of school staff in this regard may be all that is needed.

Greed, ignorance, stubborness, and/or apathy, SHOULD NOT win in keeping our kids apart and separate. This is an outcry. Even more of an outcry is that these attitudes of "should be segregated" is being so accepted! Can you imagine the gains of a child who is in a classroom where the principal, teacher, aide(s), and fellow students WANT and ACCEPT him?

> > > Subject: Re: WoW! Inclusion is GOOD!> To: sList > Date: Wednesday, April 28, 2010, 3:57 AM> > >  > > > > > Mama:>  > Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.>  > I think Broward County has it a little backwards>

[Guest guest]

Liz, I'd like to respond to this following paragraph from you:

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

You're right in that inclusion may be negative if it is approached and executed negatively. That includes gen ed and teachers BELIEVING that ASD kids SHOULD be segregated, as you exactly pointed out. The Gen ed who is not properly trained or who is not provided the necessary supports and services TO educate the child (including a properly trained paraprofessional if necessary) , WOULD NOT feel qualified, as you also pointed out.

I ask, how did it get this way? Why are our children viewed as "substandard-students", not worthy of being with typical kids in a typical environment? Why do the principals and teachers feel this way? Obviously, our leaders in Congress have always felt differently. They understood and knew that when expectations are highered, time and time again, progress and learning increases. This principal holds true for "typical" AND disabled students and for people in general. How much progress can be expected of our kids when we segregate them and view them as "different"/not equal? How can we expect them to learn to function and live independently in the "typical" world when we keep them from it? And then the more "removed" they are, the less they learn, and then the Schools can shout even louder the following year how a generl ed environment is NOT appropriate!

On a hierarchy of needs, the need for "belonging" in a social way must be met before an individual can ever achieve "self-esteem". Yet our Schools are expecting our kids to learn "self responsibility" before they can be AWARDED "acceptance", when in actuality this ACCEPTANCE is a necessary step TO self-esteem and responsibility. (Re: Abraham Maslow).

I don't need a FUNDED research project to tell me that inclusion is not good. I have not heard one good ARGUMENT or DEBATE POINT about why inclusion is not good. (To avoid a "Show" or because of the "Principal's beliefs" don't count as good arguments) NONE of the arguments I've heard are insurmountable, (not to mention without legal merit) Inclusion works for MOST if done right, and if taken with the right attitude of love and acceptance of disabled children as equal, which is what they are, and CAPABLE of learning. Proper training of school staff in this regard may be all that is needed.

Greed, ignorance, stubborness, and/or apathy, SHOULD NOT win in keeping our kids apart and separate. This is an outcry. Even more of an outcry is that these attitudes of "should be segregated" is being so accepted! Can you imagine the gains of a child who is in a classroom where the principal, teacher, aide(s), and fellow students WANT and ACCEPT him?

> > > Subject: Re: WoW! Inclusion is GOOD!> To: sList > Date: Wednesday, April 28, 2010, 3:57 AM> > >  > > > > > Mama:>  > Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.>  > I think Broward County has it a little backwards>

[Guest guest]

Sad to see that there are those who have a limited understanding of what it takes to make inclusion work. When inclusion is planned for and implemented correctly- That means the SUPPORTS that are needed for all involved (that means the target student, typical peers, educators and support staff) - the outcomes are ALWAYS beneficial to all. Inclusion with SUPPORT has better outcomes than any segregated environment. When research is published in peer reviewed journals it is subject to rigorous standards and review and it has to be objective, valid, reliable, and scientific. Unfortunately there is a lot of "research" out there that it's authors say is scientific and valid but is not in published peer reviewed journals. That type of "self-proclaimed" research (often from those who are md's & phd's- which gives the appearance of validity) sometimes seems to overshadow and taint valid research and real information about inclusion! Bottom line inclusion works and improves quality of life when it's done right! Nila

To: sList From: floridalizzie@...Date: Wed, 28 Apr 2010 23:15:02 -0700Subject: Re: Re: WoW! Inclusion is GOOD!

Hi,

the reason why Broward County has preschools for ASD kids and others with disabilities is because IDEA asks each state to provide early intervention for those diagnosed with a disability. The county used to have Head Start for kids without disabilities who were considered "at risk". Other than that, our government has not until VPK, offered free preschools to typical kids. This is not "backwards", but perhaps a question to all tax payers. Should VPK be available full time?

So far, the county has Place and Complex place classes for students who qualify for it, in other words kids who need early intervention. The public elem schools have made room for, and provide materials and staff for these classes. In addition, Baudhuin, a private preschool for ASD kids also provide early intervention free of charge to the parents.

You raise some good questions. It is important to understand how research works. The fact that you have only found research that promotes inclusion does not at all mean that inlusion is appropriate for all the kids. Far from it. Those who are interested in researching inclusion are most likely pro inclusion. Therefore, they will do projects that favour inclusion. That's all. The problem is that we have had to fight to get kids with disabilities to be included. This has been a huge battle for many parents. We have numerous court cases involving inclusion, and these cases has over time made it easier for our kids. I don't think I would support an organization that funds a research project that sets out to "prove" that inclusion does not work. Research is expensive. The autism Walk at Nova, for example, is a way to get people to pay money for research. I will not contribute financially to organizations that does stupid research projects.

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

If we want to see how our kids function is a typical setting, we need to have them interact with typical kids. How does your son handle typical settings with typical kids when you are not present? Is he OK in a room with 18 other peers and you are not there? Does he stand out? If so, how? Can he ask for things such as the bathroom? What happens when he does not get his way? Do you leave him with other family members or friends from time to time? If I were you, I would put my kid in a regular summer camp with all other typical kids this summer. I would see how he does there. You probably have all the answers to these questions already. Observing him interacting with peers and adults that are unfamiliar to him will tell you more about his needs than any research generated.

Liz

From: Diane Rosenstein <Wamtzembellsouth (DOT) net>Subject: Re: WoW! Inclusion is GOOD!To: sList Date: Wednesday, April 28, 2010, 3:57 AM

Mama:

Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.

I think Broward County has it a little backwards

The New Busy is not the old busy. Search, chat and e-mail from your inbox. Get started. Hotmail has tools for the New Busy. Search, chat and e-mail from your inbox. Learn more.

[Guest guest]

Sad to see that there are those who have a limited understanding of what it takes to make inclusion work. When inclusion is planned for and implemented correctly- That means the SUPPORTS that are needed for all involved (that means the target student, typical peers, educators and support staff) - the outcomes are ALWAYS beneficial to all. Inclusion with SUPPORT has better outcomes than any segregated environment. When research is published in peer reviewed journals it is subject to rigorous standards and review and it has to be objective, valid, reliable, and scientific. Unfortunately there is a lot of "research" out there that it's authors say is scientific and valid but is not in published peer reviewed journals. That type of "self-proclaimed" research (often from those who are md's & phd's- which gives the appearance of validity) sometimes seems to overshadow and taint valid research and real information about inclusion! Bottom line inclusion works and improves quality of life when it's done right! Nila

To: sList From: floridalizzie@...Date: Wed, 28 Apr 2010 23:15:02 -0700Subject: Re: Re: WoW! Inclusion is GOOD!

Hi,

the reason why Broward County has preschools for ASD kids and others with disabilities is because IDEA asks each state to provide early intervention for those diagnosed with a disability. The county used to have Head Start for kids without disabilities who were considered "at risk". Other than that, our government has not until VPK, offered free preschools to typical kids. This is not "backwards", but perhaps a question to all tax payers. Should VPK be available full time?

So far, the county has Place and Complex place classes for students who qualify for it, in other words kids who need early intervention. The public elem schools have made room for, and provide materials and staff for these classes. In addition, Baudhuin, a private preschool for ASD kids also provide early intervention free of charge to the parents.

You raise some good questions. It is important to understand how research works. The fact that you have only found research that promotes inclusion does not at all mean that inlusion is appropriate for all the kids. Far from it. Those who are interested in researching inclusion are most likely pro inclusion. Therefore, they will do projects that favour inclusion. That's all. The problem is that we have had to fight to get kids with disabilities to be included. This has been a huge battle for many parents. We have numerous court cases involving inclusion, and these cases has over time made it easier for our kids. I don't think I would support an organization that funds a research project that sets out to "prove" that inclusion does not work. Research is expensive. The autism Walk at Nova, for example, is a way to get people to pay money for research. I will not contribute financially to organizations that does stupid research projects.

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

If we want to see how our kids function is a typical setting, we need to have them interact with typical kids. How does your son handle typical settings with typical kids when you are not present? Is he OK in a room with 18 other peers and you are not there? Does he stand out? If so, how? Can he ask for things such as the bathroom? What happens when he does not get his way? Do you leave him with other family members or friends from time to time? If I were you, I would put my kid in a regular summer camp with all other typical kids this summer. I would see how he does there. You probably have all the answers to these questions already. Observing him interacting with peers and adults that are unfamiliar to him will tell you more about his needs than any research generated.

Liz

From: Diane Rosenstein <Wamtzembellsouth (DOT) net>Subject: Re: WoW! Inclusion is GOOD!To: sList Date: Wednesday, April 28, 2010, 3:57 AM

Mama:

Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.

I think Broward County has it a little backwards

The New Busy is not the old busy. Search, chat and e-mail from your inbox. Get started. Hotmail has tools for the New Busy. Search, chat and e-mail from your inbox. Learn more.

[Guest guest]

Sad to see that there are those who have a limited understanding of what it takes to make inclusion work. When inclusion is planned for and implemented correctly- That means the SUPPORTS that are needed for all involved (that means the target student, typical peers, educators and support staff) - the outcomes are ALWAYS beneficial to all. Inclusion with SUPPORT has better outcomes than any segregated environment. When research is published in peer reviewed journals it is subject to rigorous standards and review and it has to be objective, valid, reliable, and scientific. Unfortunately there is a lot of "research" out there that it's authors say is scientific and valid but is not in published peer reviewed journals. That type of "self-proclaimed" research (often from those who are md's & phd's- which gives the appearance of validity) sometimes seems to overshadow and taint valid research and real information about inclusion! Bottom line inclusion works and improves quality of life when it's done right! Nila

To: sList From: floridalizzie@...Date: Wed, 28 Apr 2010 23:15:02 -0700Subject: Re: Re: WoW! Inclusion is GOOD!

Hi,

the reason why Broward County has preschools for ASD kids and others with disabilities is because IDEA asks each state to provide early intervention for those diagnosed with a disability. The county used to have Head Start for kids without disabilities who were considered "at risk". Other than that, our government has not until VPK, offered free preschools to typical kids. This is not "backwards", but perhaps a question to all tax payers. Should VPK be available full time?

So far, the county has Place and Complex place classes for students who qualify for it, in other words kids who need early intervention. The public elem schools have made room for, and provide materials and staff for these classes. In addition, Baudhuin, a private preschool for ASD kids also provide early intervention free of charge to the parents.

You raise some good questions. It is important to understand how research works. The fact that you have only found research that promotes inclusion does not at all mean that inlusion is appropriate for all the kids. Far from it. Those who are interested in researching inclusion are most likely pro inclusion. Therefore, they will do projects that favour inclusion. That's all. The problem is that we have had to fight to get kids with disabilities to be included. This has been a huge battle for many parents. We have numerous court cases involving inclusion, and these cases has over time made it easier for our kids. I don't think I would support an organization that funds a research project that sets out to "prove" that inclusion does not work. Research is expensive. The autism Walk at Nova, for example, is a way to get people to pay money for research. I will not contribute financially to organizations that does stupid research projects.

Common sense and experience tells all of us that inclusion can have a negative impact on kids. Gen ed teachers and many principals believe that ASD kids should be taught in a self-contained class, and that's it. Inclusion means that the gen ed teacher gets more work and she often times do not feel qualified to teach our kids or deal with their off-task behavior(many surveys shows this).

If we want to see how our kids function is a typical setting, we need to have them interact with typical kids. How does your son handle typical settings with typical kids when you are not present? Is he OK in a room with 18 other peers and you are not there? Does he stand out? If so, how? Can he ask for things such as the bathroom? What happens when he does not get his way? Do you leave him with other family members or friends from time to time? If I were you, I would put my kid in a regular summer camp with all other typical kids this summer. I would see how he does there. You probably have all the answers to these questions already. Observing him interacting with peers and adults that are unfamiliar to him will tell you more about his needs than any research generated.

Liz

From: Diane Rosenstein <Wamtzembellsouth (DOT) net>Subject: Re: WoW! Inclusion is GOOD!To: sList Date: Wednesday, April 28, 2010, 3:57 AM

Mama:

Do you have any research on inclusion, especially preschoolers or kindergarten students with autism? Broward County only has SEGREGATED preschools for children with autism. (Except for those who are the very highest functioning) . I've only ever come across research where inclusion is GOOD, ESPECIALLY for preschoolers- -but there are exceptions.

I think Broward County has it a little backwards

The New Busy is not the old busy. Search, chat and e-mail from your inbox. Get started. Hotmail has tools for the New Busy. Search, chat and e-mail from your inbox. Learn more.

[Guest guest]

Inclusion is what Least Restrictive Environment is all about. If it is enbraced

by the school, staff and typical students it works extremely well for all

involved.

This isn't like experimental, its a done deal and works in many other States,

see here, including :

http://www.includingsamuel.com/home.aspx

All teachers and Administrators should see this

STeve Moyer

>

>

> From: Diane Rosenstein <Wamtzembellsouth (DOT) net>

> Subject: Re: WoW! Inclusion is GOOD!

> To: sList@ yahoogroups. com

> Date: Wednesday, April 28, 2010, 3:57 AM

>

>

>  

>

>

> Mama:

>  

> Do you have any research on inclusion, especially preschoolers or kindergarten

students with autism?  Broward County only has SEGREGATED preschools for

children with autism.  (Except for those who are the very highest functioning)

..  I've only ever come across research where inclusion is GOOD, ESPECIALLY for

preschoolers- -but there are exceptions.

>  

> I think Broward County has it a little backwards

>

>

>

>

>

>

>

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[Guest guest]

Inclusion is what Least Restrictive Environment is all about. If it is enbraced

by the school, staff and typical students it works extremely well for all

involved.

This isn't like experimental, its a done deal and works in many other States,

see here, including :

http://www.includingsamuel.com/home.aspx

All teachers and Administrators should see this

STeve Moyer

>

>

> From: Diane Rosenstein <Wamtzembellsouth (DOT) net>

> Subject: Re: WoW! Inclusion is GOOD!

> To: sList@ yahoogroups. com

> Date: Wednesday, April 28, 2010, 3:57 AM

>

>

>  

>

>

> Mama:

>  

> Do you have any research on inclusion, especially preschoolers or kindergarten

students with autism?  Broward County only has SEGREGATED preschools for

children with autism.  (Except for those who are the very highest functioning)

..  I've only ever come across research where inclusion is GOOD, ESPECIALLY for

preschoolers- -but there are exceptions.

>  

> I think Broward County has it a little backwards

>

>

>

>

>

>

>

> The New Busy is not the old busy. Search, chat and e-mail from your inbox. Get

started.

> Hotmail has tools for the New Busy. Search, chat and e-mail from your inbox.

Learn more.

>

[Guest guest]

Well said, and the EARLIER inclusion starts the BETTER. Preschoolers will not notice anything wildly different about another preschooler with autism, except for maybe he/she doesn't talk/talks less.

I believe there is a movement for there being "disability education" in the schools which is a great idea and would be a start for tearing down the segregation wall.