Archive for the ‘Inclusion’ Category

inclusionI am so excited to be in Dubai! I came to consult on a few feeding cases and The Child Learning and Enrichment Medical Center quickly planned for a conference on inclusion! Schools in Dubai are required to include children with disabilities so teachers are in need of information. I feel so fortunate to be a part of it! For my international readers, I look forward to meeting you in person.

For additional information on the inclusion conference, click here: http://www.childeimc.com/index.html

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Inclusion is not just for children with disabilities. Inclusion has something to teach each of us.

1. Inclusion teaches us how to be more accepting of others.

By learning and playing alongside of children with different abilities, children learn to accept everyone regardless of their adaptive equipment, computer assisted speech, hand flapping, or different facial features.

2. Inclusion teaches us how to be more tolerant of differences.

When children see that some students read better than others, and others run faster, and still others play the piano better, they learn to recognize that each person has something to offer. They also learn that everyone has an area for improvement. Soon, they recognize that differences are a good thing and that those differences are actually what makes the world a better place.

3. Inclusion teaches us how to help others who may need assistance.

Children learn to incorporate a variety of strategies to help each other. When they learn alongside children with different learning abilities, they are also learning how to help others succeed. Jesse Jackson said it best, “The only time you should look down on a person is when you are helping them get up.”

When Inclusion Does Not Teach Us

Dumping children with disabilities in to general education settings without the necessary supports and services causes harm to everyone.

  • The student with disabilities does not receive the necessary support and as a result struggles in environment both socially and academically.
  • The peers in the classroom are negatively affected when their teacher and classmate are not supported.
  • And finally, the general education teacher needs training to know how to teach and include children with disabilities, how to manage a variety of challenging behaviors, and how structure a class that welcomes children of varying abilities.

We all have something to learn from inclusion. But each of us can only learn when the context supports learning. Educators and administrators in education have the responsibility of providing the appropriate supports and services to ensure that everyone can benefit from inclusion.

We are linking up again over at Yeah Write. Hop on over there and check out all the other great blog posts.

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Hi and welcome to What Works Wednesdays where we share a success story from one of our clinical cases. All names have been changed to preserve the privacy of the child and family. Our intent is to show readers how successful ABA can be.

Today’s post is about a 4-year-old little girl named Nahir who carries a dual diagnosis of Down syndrome and autism. Nahir began receiving early intervention services early in life. She began receiving ABA services shortly after she was diagnosed with autism. She began receiving ABA services from us last year.

Nahir’s parents wanted Nahir to be a community member in her neighborhood and they wanted her to learn alongside other children her age without disabilities. We designed an ABA program that consisted of about 10 hours per week of supported inclusion and 10-15 hours per week of 1:1 ABA instruction. Nahir responded to the intervention and began showing an interest in her peers at school and she began learning many skills at home. She even began using the toilet!

After several months, Nahir’s parents wanted to increase the amount of time in inclusive settings to 20 hours per week combined with 10-15 hours of 1:1 ABA. Nahir began engaging in non-compliant behavior and her rapid learning tapered off. We discussed our concerns about this change in learning with the parents and we encouraged them to consider making a change.

As a result, the family agreed to decrease inclusion time and increase 1:1 ABA time. Watch out! Nahir’s learning took off. She began imitating, her non-compliance decreased, and she started to communicate using her new iPad and Proloquo2go.

You see, inclusion is not all or nothing. Decisions about inclusion should be made individually for each child based on his or her unique situation.

We would love to hear from readers! Share your successful ABA and inclusion stories!

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