1 Education for each, Benefit for all How inclusion and future planning throughout education can provide a hopeful future for children and their families.
2 Stepping Stones Center for Autism Spectrum Disorders
3 What is Stepping Stones? Founded in 2001, by Dr. Vivian David Nicholas, Stepping Stones Center for Autistic Spectrum Disorders is an internationally recognized organization that utilizes evidenced-based practices to treat and educate individuals diagnosed across various areas of developmental and learning difficulties such as Pervasive Development Disorders/Autism Spectrum Disorders, Attention Deficit/Hyperactivity Disorders (ADD/ADHD), Downs Syndrome, Speech & Language Disorders and other related areas of need. Our goal for each individual is a more effective, independent and improved quality of life.
4 Services we offer: Comprehensive Assessment Educational Assessment Screening Speech and Language Therapy Occupational Therapy Applied Behavioral Analysis (ABA) Learning Support Social Skills Training Counseling Inclusion Program Vocational Program
5 Inclusion program: Our inclusion program began 3 years ago. Initially the program was housed in Mirdiff Private School, where there were 3 classrooms (junior, primary, and vocational classrooms). In Fall 2013, the inclusion program has relocated to Greenwood International School (GIS) in Muhaisanah 1. Classroom: Junior class- maximum of students (Students are from different nationalities from around the world) Ages: 4-6 years old Grade Level: KG1 KG2 School timings: 8:00 am 2:00 pm Students receive group OT/SLP services (once or twice/week based on every child s needs) 2:1 teaching ratio
6 And. At GIS: Our students are registered through the school! Based on age and skill level, students are registered through GIS!
7 What is the inclusion program: Goal: Help mainstream the students in the general education classroom Why? They deserve the right to learn and attend a school, just like any other child and KHDA has mandates in place for inclusion support How? In our classroom, we work on the students behaviors, social skills, communication and language skills, sensory integration, and academic skills. We teach the students the school curriculum and differentiate it according to each student s skill level. What happens next? We set an IEP, and include the students in the GIS classrooms and target their cognitive and reasoning skills, social integration skills, and language and communication skills. GIS: GIS has been very supportive in taking in our students---- giving them a helping hand. Every child has the right to learn.
8 Passed Legislation for Special Education IDEA: Individuals with Disabilities Act - Mandates a free and appropriate education for all children ages Educational services are to be provided in the Least Restrictive Environment -Educate each child in the same school he/she would attend if no disability existed -Children with disabilities to be included with typically developing peers -Educated in regular school programs
9 Inclusion. True or False? Educating students with different abilities in the regular education classrooms regardless of the nature of their disabling condition (s). Inclusion is the same as mainstreaming Providing no educational services within the general educational setting for the student (he/she must be treated in the same way all peers). Involving students with different abilities only in the non- academic/extra curricular activities Providing an appropriate individualized educational program Placing a student with special needs on the side corner of the classroom with a shadow
10 What is inclusion? Inclusion is an educational approach and philosophy that provides all students with greater opportunities for academic and social achievement. Inclusive Education refers to the educational practice base on the philosophical belief that all learners, those with disabilities and those without, have a right to be educated together in age appropriate class groups, and that all will benefit from education in regular classrooms of community schools. Within these settings teachers, parents and others work collaboratively using appropriate and sufficient resources to interpret and enact the regular curriculum in a flexible manner in accordance with the individual abilities and needs of all learners. Professor Gary Bunch-Ontario
11 DIFFERENT ASSESMENT AND EVALUATION Combination of different strategies and methods of communication and instruction CHILDREN HAVE DIVERSIFIED NEEDS FEATURES OF INCLUSIVE EDUCATION NO FIXED TEACHING STYLE UNIQUENESS OF THE CHILD REQUIRES CONTINUOUS SUPPORT AND ATTENTION FLEXIBILITY IN LEARNING
12 In Inclusion. Curriculum Adaptations In inclusion, students can receive the following supports and services Environmental Accommodations Speech and Language Therapy Occupational Therapy Behavior Plan/Modification Social Skills
13 As for the connection between the general educational curriculum and student s objectives: IEP: Individualized Educational Plan - Learning set of goals and objectives for the coming academic year - The services and support students will receive - Accommodations for the student - If, and to what extent, the general curriculum will be modified for the student
14 How will the other students with nondisabilities react? How will inclusion help them? Doesn t inclusion negatively effect the students with disabilities? But if we accept students with disabilities in a school, won t this make us a special needs school? How will a student with a disability benefit from inclusion? Isn t it better for children with disabilities to interact with other children with disabilities?
15 Benefits of Inclusion for students with disabilities Building Friendships Increased social initiations, relationships and networks Peer role models for academic, social and behavior skills Greater access to general curriculum Enhanced skill acquisition and generalization Families are more integrated into community Greater opportunities for interactions and for social skill development Benefits of Inclusion for students with non-disabilities Building meaningful friendships Increased appreciation and acceptance of individual differences Increased understanding and acceptance of diversity Prepares all students for adult life in an inclusive society Opportunities to master activities by practicing and teaching others All students needs are better met, greater resources for everyone Respect for all people
16 Successful inclusion story: Success Stories: Khalifa s successful inclusion story
17 So inclusion in KG and elementary and then?
18 What next?
19 Meet Khalid In mainstream school Loves Computers, Math, Comics Hates English, Sports, Justin Bieber Struggling but getting by Teachers want to help Lack of options Worried about future
20 Families Direction Teachers Support Students Hope
21 Education for Life Vision for the Future Live Work Participate Integrate Confidence and Security
22 Self Direction Recreation Community Transition planning Career Housing Transport
23 Planning for Brighter Futures Assessment Career awareness Vocational evaluation Independent Living Self Determination Person Centered Developing a Transition IEP Schall, C. (2009) Education and transition planning. In P. Wehman, M., Datlow-Smith, & C. Schall (Eds.),Autism and the transition to adulthood: Success beyond the classroom (pp ). Baltimore, MD: Paul H.Brookes Publishing Co.
24 Critical skills for work, life and self determination Diverse Curriculum Functional Focus Critical Life Skills Ultimate functioning Quality of life
25 Diversity of Skills Mobility Street Safety Public Private Taxi Metro Bus Driving Travel Plannin g Illness Emergenc y Nutrition Fitness First Aid Contact & Personal Details Identifying Responsibl e Adults Value Savings Wages Needs and Wants Paying Bills Budgeting Managing Your Money Mall Math Greetings Formal Informal Asking Questions Getting to Know Someone Non Verbal Making Friends Small Talk Asking for Help Accepting Criticism Punctuality Attendance Attention Productivity Accuracy Self Direction Using Supervision Working in a Team Telling Time Managin g Time Following Schedules Planning activities
26 Equal partners in Success Supporting families through transition Families need information on Families say you can help by Available services in the community How to carry over goals at home Types of work opportunities available in the area Post secondary education and training options Who they can contact with any questions Ask for their input Involve their child in discussions and decisions related to their future Respecting student and family opinions and wishes Beginning the transition process early Keeping them informed throughout the process Your empathy and understanding!
27 Post secondary options What next? College Vocational Training Accessing the Workplace Apprenticeships
28 The Student Jobseeker Awareness Exploration Preparation Assimilation
29 Community Integration Collaboration Seamless Transition Corporate Stakeholders Shared Vision Open Communication Ongoing Support
30 Lifelong Inclusion A New Vision for the Education, Integration and Appreciation of Individuals with Disabilities Life Long Learning and Development Career Success Abilities Potential Achievement Integration DIRECTION/SUPPORT/HOPE
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